The use of pupil feedback is largely considered to be a key aspect of formative assessment (Dann, 2017). Shute (2008)) states that “feedback has been acknowledged as an important part of the learning process” where it is an important “factor to improve knowledge and skill” (Fithriani, 2019). How Good is Our School (HGIOS) also states that learners should receive “high-quality feedback and have an accurate understanding of their progress and what they need to improve on” (Education Scotland, 2015).
Scotland went into a national lockdown in December 2020 which resulted in many pupils starting back their education remotely online. A study by the University of Glasgow concluded that out of seven hundred and four teachers, two hundred and six had “reported their high attaining pupils were not engaging well” (Seith, 2020). Social interaction is found to be a key aspect of human development as Vygotsky (1978) states “development is found in social interaction” where learning takes place through interaction with others rather than the “mind of an individual” (Fithriani, 2019). However, previous studies also concluded that pupils who received audio feedback were more likely to re-use the feedback in addition to those pupils who received written feedback (Nortcliffe, 2015). It was decided that it may be beneficial to explore how feedback methods impacted on learning and teaching and in particular, if it had any impact on engagement during digital remote learning.
This enquiry aimed to establish whether or not the method of feedback given to learners impacted upon their engagement with learning remotely.