With attainment for all pupils being a priority in the National Improvement Framework, and pupil assessment as one of the key drivers, it is important that as classroom practitioners we assess our pupils effectively. Feedback is one of the five key strategies of effective formative assessment (Wiliams, 2006). The Education Endowment Foundation (2018) state that feedback is the cheapest and most powerful tool a teacher has in their toolkit. However, feedback is only effective if there is an element of feedforward, i.e. the learner has an opportunity to enhance the learning they are undertaking. Carole Dweck (2015) reinforces the power of feedback, when describing Growth Mindset, by stating, “Growth Mindset is about telling the truth about a student’s current achievement and then, together, doing something about it, helping him or her become smarter.” Therefore, feedback should be given at the earliest stage so that it can enhance the learning on the spot rather than the feedback being actioned at the end when it is too late to the have the biggest impact on the pupil.
In a recent staff survey within my school, feedback was the number 1 most effective tool in raising attainment with our pupils. I strive to ensure I am assessing my pupils effectively. I want to ensure that I am giving all my pupils effective feedback. With this is mind, I wanted to explore the power of feedback for myself, therefore, it was natural for me to choose feedback in the classroom as the theme of my practitioner enquiry.
The aim of this enquiry is to establish what effect increasing the amount of instant verbal feedback has on my pupils.