Formative Assessment has been expressed by Chróinín & Cosgrave (2013) as the consistent assessment of the pupils’ learning and understanding, that allows the teacher to understand the impact of learning and change or adapt their teaching to suit the needs of the pupils’. Furthermore, Wallace et al. (2007) express that the use of formative assessment allows for practitioners to “immediately” adapt their practice to suit the needs of learners and inform the next steps of learning. As such, the responsibility to develop and deploy appropriate assessment strategies to assess, records and monitor attainment to support and progress learning for all pupils is detailed by the General Teaching Council for Scotland (2013) 3.3.1 Standard for Provisional and Full Registration.
There are three key principles of assessment as identified by the Scottish Government (2011), to support learning, understand learner engagement and ensure appropriate support. As such, the use of effective and accurate formative assessment strategies within the classroom plays a vital role in assessing the understanding of pupils’ learning (Yorke, 2003). Thus, enabling the practitioner to tailor individual learning experiences and opportunities while considering the various needs in the class and whether the individuals require support or challenge within their learning.
It is crucial that there is a fluid connection between planning, learning and teaching, the curriculum and assessment within classroom practice (Scottish Government, 2011). With the move to an online learning model in the first term of 2021, as a result of COVID-19, the need for assessment has been enhanced due to reduced contact between teachers and pupils. Anecdotal evidence could suggest that it has become more challenging for practitioners to accurately assess the needs for individual learners through work submitted online. Nevertheless, Wallace (2007) expressed the essential requirement for practitioners to use assessment to make informed decisions as how to best support the learning of all pupils. Therefore, it was identified as a particular interest to investigate how practitioners could improve their understanding of pupils’ learning through an online learning platform.
The aims of this study were to:
- Explore how pupils’ give feedback using an online platform.
- Identify if pupil feedback is an accurate reflection of the work produced.
- Inform practitioners how to adapt planning for teaching and learning to best suit the needs of all learners.