Gemma Mitchell

Primary Teacher

Muirhouse Primary

  • Assessment For Learning

What happens to attainment when instant individual feedback is provided in the classroom?

Rationale

Taken from the research of Alan McLean, it is believed that young children form beliefs about ability, which impacts on their motivation and achievement (Pivotal Education, 2018), Dylan William said that assessment for learning should be the focus of investment and that if feedback is provided it should move learners forward. (William, 2009). Through discussion, we all recognised that there is a common problem with how children often receive feedback, being that it comes after completion of work, when it no longer seems to have relevance to the children as they have already moved on. Using formative feedback in the form of instant feedback, requires children to be responsible for their own learning, using reflection to progress their learning (National Council of Teachers of English, 2013). Reflection was actioned through having children repeat assessment of their own learning and understanding at the end of the enquiry, after receiving instant feedback over four weeks and then having opportunity to look back at initial questionnaire, target and summative assessment to draw comparisons.

Aims

The aim of this enquiry is to find out if children from varying SIMD areas attain more when given instant individual feedback during a series of maths lessons/ tasks, than when feedback is given after every task is complete.

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