An essential part of Assessment for Learning is providing feedback to pupils, both to assess their current achievement and to indicate their next steps for learning (Black and William, 1998). Today, effective pupil feedback is increasingly being recognised as a key influence on learning and pupil achievement (Hattie, 2011). Our group wanted to carry out an enquiry that would inform practise and ensure our feedback is effective and powerful to our learners. Nelson and O’Beirne (2014) state that practitioner enquiry should focus on impact in the classroom with the issues identified relevant to teachers and their pupils.
The aims of this enquiry were to identify what happens when the teacher provides verbal, real time feedback to pupils. More specifically, I wanted to monitor the impact of verbal feedback on learner outcomes and their development of self-assessment.