Margaret Heritage draws on the work of Black and Williams who argue that student progression as a result of formative assessment were amongst the largest ever reported for educational interventions. The most prominent difference being noted amongst low achievers (Black and Williams, as cited by Heritage, 2010) Sadler (1989) points to feedback as the core of formative assessment, indicating the information provided is only deemed to be feedback when it is utilised in order to bridge the gap between current ability and the desired outcome. The quality and constancy of such feedback is imperative to the progression of the learner, as comments such as ‘good work’ do not provide children with the information they need to take their learning forward. Thoughtful and meaningful feedback according to Shepherd makes the completion of a task more likely to occur as children have a deeper understanding of how to progress (Shepherd,2009).
According to Bryce, high-quality feedback includes ‘positive reinforcement’ as well as clarified goals, as this allows the student to self regulate as they have an understanding of the criteria they are aiming to meet (Byrce, 2013). Our enquiry group were interested in exploring the impact of live verbal feedback in the classroom to determine its effect on learning and learner progression.
The aim of this enquiry was to assess and evaluate the impact of live verbal feedback in the classroom, by identifying how the provision of individual feedback throughout the lesson impacted the children’s attainment and attitudes towards their learning.