Is using 2 Stars and 1 wish strategy to provide digital feedback effective in improving pupil learning in literacy?
Assessment is defined by the Scottish Government (2021) as being an integral part of a child’s learning, by monitoring progress, identifying next steps, planning appropriately, reporting and engaging parent and children in learning. Harris (2007), states that there are many benefits in sharing the learning objectives with children. It allows them to take responsibility for their own learning, which in turn, Glover and Thomas (1999) advocate that interactive formative assessment would be impossible to achieve successfully, if children were unaware of what success actually looked like. Black and Jones (2006), suggests that the quality of feedback is important and when using two stars and a wish formative assessment strategy, that targets, such as the success criteria should be embedded within the comments. Furthermore, general statements should be avoided, as pupils require a clear indication of how to progress in their own learning.
My group and I agreed to focus on formative assessment within digital learning, as my class are learning to take on responsibility and that this aspect is also a target within the School Improvement Plan. This was an interesting subject to focus on, as during lockdown, it would be necessary to determine whether or not the impact would be of a similar nature to that of a classroom, and if the pupils would find this useful in terms of further developing their learning.
The aim of this enquiry was to identify whether or not, two stars and a wish, had an impact in pupils’ achieving success in their literacy tasks, during remote digital learning.