North Lanarkshire Council is committed to raising achievement for all pupils (NLC, 2017) and research shows that regular feedback helps to improve learning, particularly in the case of low achieving pupils (Black and Wiliam, 1998). Any feedback given should enhance student learning and, is therefore insufficient to only provide it at the end of a unit of work as there is no opportunity for learners to improve prior to assessment. To be effective, feedback needs to be an ongoing conversation between student and teacher which enhances their learning and motivates them to continually improve. Live feedback gives students the opportunity to engage with their learning and discuss how best to improve, and receive support in doing so, directly from their teacher (Cambridge Assessment International Education). As such, teachers routinely, and often holistically, give live verbal feedback to pupils during lessons along with required formative assessment at the end of set work which can lead to larger workloads for teachers. As such, our group investigation aimed to look at the effectiveness of providing only live verbal feedback to students to ascertain if it had a measurable impact on their literacy level.
This enquiry aims to examine the effect of providing live verbal feedback to pupils regarding their strengths and areas for development in a Secondary School English classroom. It also aims to ascertain students preferred method of feedback.