Brodie Varney

Primary Teacher

Cleland Primary

  • Assessment For Learning

What happens to attainment when instant individual feedback is provided in the classroom?


Raising attainment, Closing the attainment gap and equity in learning. These terms are used frequently when discussing the need to ensure that all children, regardless of their personal circumstances, are given an opportunity to achieve as highly as possible in their lives. Raising attainment is currently a huge focus for the Scottish Government and for the attainment challenge authorities, of which, North Lanarkshire is one. In classrooms across Scotland, teachers are developing effective pedagogies which will enable attainment to be raised (Sosu and Ellis, 2014). In our group, we recognised that there were often times, when children would not be achieving as highly as they could and that as teachers, we should be considering steps to put in place to support these children and improve their attainment. For the reasons aforementioned, my group decided to conduct an enquiry which would investigate the effects of instant feedback on attainment.
Research conducted by Black and William (2012), proposed that overall, formative feedback was an aspect of practice that teachers find difficult. However, it is also suggested that formative assessment is an important aspect of practice to develop as formative feedback will help to raise learners’ achievements (ibid). North Lanarkshire Council has, according to their document, Raising Attainment for All (North Lanarkshire council, online) been consciously trying to raise attainment since 1998. This factor, alongside Education Scotland’s recommendation of undertaking classroom research in order to raise attainment, provided my group with a strong rationale for undertaking this enquiry.


The aim of this enquiry was to investigate whether instant feedback would improve children’s attainment.

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