This is a classroom-based practitioner enquiry on how instant verbal feedback to pupils, influences their engagement in work and behaviour within the classroom environment. An essential part of Assessment is for Learning (AifL) is feedback and how this feedback can make positive changes to pupils’ life’s (Scottish Government, 2005). Feedback is an important teaching tool which has a strong influence on pupils learning (Hattie & Timperley, 2007). Research into feedback has shown when learners are given advice about how to make improvements they will be learning at their best (Government, 2005). A similar point about feedback was made by (Clark, 2013) who notes that the use of feedback by students and teachers can be used to plan the next steps of the learning process. As professionals, we follow The Standards for Full Registration as set out by the General Teaching Council for Scotland and it is our responsibility to be effective communicators to ensure we meet the needs of all learners. Therefore, teacher to pupil feedback is in the interest of all teachers to promote literacy and numeracy as well as pupils having high expectations of their learning and behaviour.
- To assess the impact of real-time feedback on pupil’s literacy, behaviour and engagement within social subjects.
- To find out if pupils can self-assess their own behaviour, literacy and engagement through real- time feedback.