Dylan Wiliam outlines that in order to raise achievement in the classroom, feedback must be an integral part of the learning and teaching process (William,2006). Feedback can be an external but also an internal process. Butler and Winne’s (1995) research review showed that for feedback to be effective, both external feedback (such as teacher feedback) and internal feedback (such as student self-evaluation) must affect student knowledge and beliefs. This will help students make achievable targets which will help them on their continuous learning journey. During this year, I have noticed that my class, which is greatly affected by poverty, find Numeracy and Mathematics challenging as a whole. Thus, in line with the Scottish Attainment Challenge, which seeks to close the gap Numeracy, Literacy and HWB (Education Scotland, 2018), I decided to introduce instant individual feedback in Numeracy and Mathematics lessons as it is proven to help students learn from their own mistakes and therefore evaluate their own work, reducing gaps in knowledge. (Hattie, 2007)
The aim of this enquiry was to assess the proficiency of individual real-time feedback in helping close the poverty related attainment gap in Numeracy and Mathematics in a Primary 5 class. Through providing external individual feedback throughout a lesson, the aim was to highlight strategies which were working for the children but also to provide alternative strategies to help children achieve the success criteria.