Existing literature and research unanimously agrees that good quality feedback has major benefits for pupils, for example research conducted by Brookhart (2008, p.56) argues that ‘Feedback can improve a student’s confidence, self-awareness and enthusiasm for learning’. Existing research, such as a study by Francis (2011), indicates that the types of feedback that teachers use depend on the age of the students, but much of the time, teachers use a variety of feedback techniques. Verbal feedback is common in the early primary years, but as children grow, teachers expose them to written feedback or peer feedback in order to cater to the different ways that they learn and take in information.
In the current dynamic situation that Scottish Primary education finds itself in, with remote learning meaning that most pupils are completing work and receiving feedback online, there remains minimal research conducted into the efficacy of the different types of feedback offered remotely. This therefore offered a justification for a small scale enquiry to be conducted, to both inform our own feedback practices, and to contribute to a novel and contemporary area of research. Through this we wanted to ensure that children are getting the most out of their feedback and we as teachers were giving the children the correct opportunity to use their feedback effectively.
The main aim of this small scale, remote learning based study was to investigate if verbal or written feedback had a greater impact on pupils learning and engagement.