Devon Gault

Primary Teacher

Carbrain Primary

  • Digital Learning: Formative Assessment

Providing Audio Feedback in the Digital Learning Environment


Within learning and teaching a growing focus is being put on Assessment for Learning (AfL) strategies as it has been recognised as a beneficial way to engage pupils in their learning, allowing them opportunities to progress. A main aspect of AfL is feedback. The Scottish Government (2011) highlighted that feedback should be given regularly and it must be accurate including details of how much a child has learned. Providing feedback allows children to progress in their learning and to do so they must have an understanding on what they need to do to improve. Quinton and Smallbone (2010) showed within their studies that giving pupils feedback provides them with the chance to self-reflect and this is a crucial part of learning. This enquiry will benefit my teaching and professional development due to the impact that effective feedback can have on attainment of children, which is a continuous priority within education.

Research has found that verbal feedback has a better impact on pupils understanding of mistakes when compared to written feedback. (Agricola et al., 2020). With online learning being the main input of education currently, it is crucial that children still receive verbal feedback. Overcoming the barrier of giving verbal feedback in person, using audio feedback was thought of as it would allow children to still listen to their feedback.

Providing feedback so that children can improve in their learning, is a key factor when supporting children. Encouraging children to develop confidence and self-esteem is also a role that teacher’s focus on within education. Providing positive feedback is an approach that supports development of children’s belief in themselves. Coles (2019) believes that feedback has the ability and strength to build confidence in pupils, when they can recognise that they have been successful. Feedback is a great tool, that can inspire children and overall allow them to believe in their abilities, resulting in better self-confidence. Watanabe-Crockett (2018) emphasizes the importance of verbal feedback on pupil’s confidence by explaining that quality feedback provides learners with a chance to learn from mistakes, as well as giving pupils a sense of accomplishment no matter how challenging they find the activity.


The aim of this enquiry was to identify how pupils act upon audio feedback from teachers, through use of immersive reader, and to identify if this has an impact on children’s confidence and progress.

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