Feedback is an intrinsic part of the classroom and children’s learning experience.
Ensuring that feedback is meaningful and consistent is fundamental in the progression of children’s learning and is at the forefront of formative assessment. The importance of feedback is clear within research; Hattie and Timperley (2007) identified that the type of feedback teachers incorporate is essential in its success. The main principle within formative assessment is to include the children within this process (Black & Wiliam, 2009).
Dweck (2007) argues that it is crucial to use this form of formative assessment and that providing regular feedback can ensure a higher level of engagement for learners. The children themselves can also play a part in effective feedback; engaging in various opportunities to take part in feedback with both their teachers and peers within the class. (Leenknecht & Prins, 2018). This, in turn, presents coherent feedback as an integral function in the learning environment. Black and Wiliam (1998), argue that by ensuring this feedback is coherent and suitable for individual learners, this form of formative assessment will play an imperative role within the classroom and ensure a greater sense of engagement for learners.
The aim of this practitioner enquiry was to identify the ways in which providing regular feedback can have an impact upon learning throughout the course of digital learning. The study would be looking at:
- How does regular feedback impact upon pupil engagement?
- How does regular feedback impact upon pupil confidence?
- How can regular feedback impact upon overall pupil performance?
Prior to the practitioner enquiry, the ways in which feedback was being provided across online learning were discussed. Feedback was being provided in a variety of written forms across Microsoft Teams. For example, the use of the Assignments tab or via OneNote. Therefore, the aim was to incorporate verbal feedback via an audio note and monitor the impact of this on engagement, confidence and overall work of the children.