Hayley Byrne

Biology With Science

St Andrew's High

  • Digital Learning: Formative Assessment

What Happens When Timely Feedback is Provided in an S3 Digital Classroom?

Rationale

Written feedback has been chosen as the main area in which this enquiry will focus on. Feedback has been highlighted as an important role in the progression of lessons and the learning experience of the pupils. Feedback has become common practice by teachers and the type of feedback, timing of its use and the way that it is used can have a positive effect on the pupils in the classroom (Norlin. 2014). The Scottish government stated that pupils learn best and their attainment improves when they are given feedback about the quality of their work and how to improve. (Scottish Government, 2005).

The purpose of feedback should be to help improve the learning of our young people and it is believed by Hattie and Timperley (2007) that “feedback is one of the most powerful influences on learning and achievement”. When provided with corrections or a means to improve the standard of work, the learner has a clear goal and motivation to succeed (Jones, 2005). It is suggested by Conroy et al. (2009) that to ensure that feedback is effective then it must be prompt, direct, specific and positive.

This enquiry will look at the effect timely written feedback has on pupils in addition to the use of traffic light grading for self-assessment.

Aim

The aim of this enquiry is to investigate the impact of timely feedback has on learning in a virtual setting.

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