Providing feedback to pupils in the classroom is a vital part of Assessment is For Learning (AiFL). The Scottish Government (2005) states that learners are more successful and attain more highly when provided with feedback about their work which tells them how they can improve. Our group aimed to investigate the effectiveness of verbal feedback on pupil learning to inform practice. Feedback was an area which all group members were interested in and something which we found to be quite difficult to manage in the classroom. According to Dylan Wiliam (2016) feedback is essential for progress to be made in learning however Wiliam argues that this should be feedback which focusses on what needs to be improved rather than feedback which boosts the ego of children. He states that ego involving feedback focusses children on their position in the class rather than the task which can result in lower achievement. Hattie and Clarke (2019) also support the use of verbal feedback in the classroom and describe it as something which fills a gap between what the child already understands and what they are trying to understand. Nicol (2010) also argues that feedback is more effective when students can interact with it and that this is why verbal feedback should be more of a focus than written feedback in the classroom.
The aim of this enquiry was to investigate the use of live verbal feedback during literacy in the classroom in order to measure whether children take on board feedback when given it at the time when they are producing a piece of work rather than giving them written feedback after their work has been completed.