Immediate feedback strategies provide the opportunity for pupils to engage in improving their work, active and constructive engagement of the learning objectives as well as pupil motivation. As teachers, it is imperative that feedback is provided on a lesson by lesson basis, allowing children to feel consistently engaged with their learning, have increased contribution to a task, and enhance their level of success in the learning intention. It is widely discussed in the document, ‘Assessment is for Learning’ that formative assessment enables students “to understand the level of learning they have achieved”. Black & Wiliam (1998) found that formative assessment strategies do indeed raise the standards of attainment with a focus on the key to successful learning being “high self-esteem”. By checking their work and monitoring their own achievement, children are able to make choices which lead to the achievement of their learning goal (Mitchel, D., 2006). If children are not engaged in the practice of reflecting on their work with a teacher, they are left with little opportunities to improve and worse still, rectify where they have not met the learning criteria. With this in mind, the following inquiry will demonstrate how direct feedback/dialogue with pupils about their contribution to a task instils a growth mind-set in children as well as encouraging pupil engagement.
To evaluate the impact of real-time feedback on pupil engagement to:
- Increase pupil interaction and engagement in learning
- Improve self-esteem and motivation by supporting learning and thus improving pupil confidence
- Engage in constructive dialogue with peers to improve learning