The Scottish Government (2005) states that ‘learners learn best, and attainment improves, when learners are given feedback about the quality of their work, and what they can do to make it better’. Black and William (1998) also suggest that pupils who receive good feedback are empowered as they have more responsibility in their learning. Research has shown that one of the most cost effective methods of improving success amongst pupils is through the use of feedback (EEF, 2018). Furthermore, given that the Scottish Government currently has as its main educational focus the closing of the poverty related attainment gap, Carol Dweck’s writings on growth mindset hold even more power today than they did when first published: “The growth mindset was intended to help close achievement gaps, not hide them. It is about telling the truth about a student’s current achievement and then, together, doing something about it, helping him or her become smarter.” – Dweck (2015) p.2 Thus, as Dweck highlights, it is crucial to spend time with pupils discussing what they have done and then continuing said discussion with how they can improve i.e. feedback. The purpose of this investigation is to find out what happens when live real-time feedback is used in the classroom and the impact this would have on the children’s learning.
The aim of this enquiry was to examine what happens when the teacher or pupil gave live real-time feedback on a child’s work.