This paper details an account of a classroom-based practitioner inquiry that considers how effective real-time feedback is in comparison to other modes of feedback, and also examines what demonstrations of real-time feedback are most effective. The purpose of any education system, one might argue, is to encourage and provide an environment in which learning can take place. But how do we know or understand that learning has indeed taken place as intended. And how do we ensure that we are communicating effectively with our pupils to ensure they can progress in our classrooms? Wiliam and Black (2009) describe the daily practice of both observation and assessment as vehicles which, when “used properly, can prompt feedback that moves learning forward” (p.5). They argue that in order for feedback to be useful, we must understand the standard of work we are witnessing, the standard of work we would like to see our pupils progress towards, and the most effective way of getting them there (Black and Wiliam, 1998). So, when is the best time to communicate this feedback? This paper will consider these separate elements and investigate whether the application of real-time feedback is such an effective means of communication that can help to ensure progress is being made at an appropriate pace for each individual pupil.
This paper aims to determine the impact and effectiveness of real-time verbal feedback in an S2 Music Classroom with regard to personal strengths and areas for improvement, specifically where pupils are undertaking practical activities involving performances on musical instruments. In comparing various demonstrations of such verbal feedback, it is hoped that a trend might become apparent which can help to determine which forms of feedback are more successful than others, and furthermore, it is hoped that there will be consistencies in the successful forms of feedback which can help to narrow down and determine what makes these forms of feedback such successes.