In recent years, Assessment is for Learning (AifL) has become an extremely important part of education. As highlighted by Education Scotland (2019: Online), “Assessment is very important for tracking progress, planning next steps, reporting and involving parents, children and young people in learning.”. Therefore in order to implement successful learning and teaching in the classroom, it is imperative that teachers are regularly assessing learners and providing them with appropriate feedback on how they can develop their skills. Levy (2008: 162) notes that “students will need different levels of support that can be determined through formative assessment”. By doing so, learners can identify steps for development and ways that they can improve their work.
One example of formative assessment is to provide learners with live (real time) feedback during lessons. Smarter Scotland (2005: 2) suggest that “learners learn best” when “given feedback about the quality of their work, and what they can do to make it better.”. Providing learners with immediate feedback allows them to take responsibility for their own learning and by working alongside the teacher, can make progress in order to achieve success. In addition, this can help to build stronger relationships between the teacher and the pupils to help to create achievable targets whilst working alongside one another.
As highlighted in the GTCS Standards for Registration document (2012: Online) teachers must “have knowledge and understanding of the importance of research and engagement in professional enquiry” in order to ensure they are continuously developing their ability. In addition, teachers must be “reflective” and “enquiring professionals” in order to contribute to “educational change” (Donaldson, 2011: 4). As a class teacher, I had noticed that learners were repeatedly making the same errors when completing tasks. Therefore, I was curious to investigate wether or not learners responded better to the use of live (real time) feedback in comparison to written feedback in their jotter.
The aim of this enquiry is to evaluate the effectiveness of immediate feedback during taught writing lessons. This enquiry aims to investigate if immediate feedback provides learners with a better opportunity to develop their skills and improve their written work, particularly those who have difficulties within writing. For example, including capital letters, punctuation and the ability to proof read and edit their work.