Black and Wiliam (1998) believe that assessment is a fundamental part of daily learning and teaching. They discuss the need for effective questioning and dialogue between teacher and pupils and indeed between peers, with benefits such as the deliverance of constructive guidance and the ownership of learning being noted. Dylan Wiliam also discussed the need for personalised feedback and the encouragement of pupil ownership of learning (Black and Wiliam, 1998). This professional enquiry will look at the effectiveness of real time, formative feedback to children in a primary 5 classroom; comparing engagement and application of core writing targets in literacy tasks after implementing check points or opportunities for real time feedback.
This enquiry will also focus on the teacher’s role in developing independence and scaffolding the learning in the classroom. Vygotsky developed the concept of Zone of Proximal Development and believed that the teacher’s role in the learning process was to identify where the pupil can comfortably work independently and how adult interaction and feedback can impact on the learning (S McLeod, 2018). This enquiry will focus on “feedback checkpoints” (Daemen, ND), in particular the use of “Rubic checkpoints” (forms of formative assessment which can be used to enhance motivation and engagement) to encourage children to self-assess throughout the lessons and the use of scaffolding to facilitate independence.
The aims of this enquiry are to determine whether real time feedback has an impact on pupils’ application of literacy writing targets and if this has an overall impact on their independence and engagement levels, with a focus on their zone of proximal development.