The use of technology in the classroom is a core aspect apparent in the Curriculum for Excellence (CfE). Digital technology is often, more recently an aspect of everyday life and aids in positively impacting with the development of an individuals cognitive skills. Despite the compelling significance relating to digital technology, it is believed that the benefits have not yet made crucial impact on our education system (Smarter Scotland: Scottish Government, 2018). This has been significantly enhanced over the past year with Digital Learning now at the heart of the curriculum due to the current Covid-19 pandemic (Education Scotland, 2020). As a group we discussed the challenges experienced through providing quality personal feedback whilst online. This helped to signify the common challenge of pupils’ engagement with their feedback and to consider different platforms to enhance pupil motivation.
Assessment for Learning (AfL) is incorporated daily into every teachers’ practise, with Gedye (2015) believing quality feedback to be the most beneficial formative approach to amplify learning and raise attainment. Likewise, Dweck (2007) promotes the significance of quality feedback as a way of building both confidence and ensuring a growth mind-set which inevitably led to enhancing a child’s engagement. However, with the inability to communicate with the pupil on a one-to-one basis online, this led us to the notion that children may become less inclined to notice and take on board their feedback. On the other hand, Black & William (2005) interpret the use of feedback within formative assessment to be misunderstood by teachers and therefore to have little impact on the child’s learning. It is crucial to acknowledge the links between formative assessment and Vygotsky’s social constructivist theory where he underpins his belief that learning is enhanced through the social aspect (1981). Additionally, embedded within assessment, Vygotsky’s socialist theory places emphasis on recognition of self- assessment, peer-assessment and quality teacher feedback. Delving deeper into Microsoft Teams and the opportunity for quality feedback, this enquiry will hope to showcase a rise in pupil engagement and enhanced pedagogical information to inform each individuals’ next steps in learning.
The aims of this investigation were to:
- identify the impact of Microsoft Forms as a tool to inform a pupils’ next steps in Numeracy.
- recognise the effect of pupil engagement in relation to personal feedback on Microsoft Forms.