Growth mindset and formative assessment are areas which each member of my enquiry group are passionate about. Formative assessment can be defined as “all those activities undertaken by teachers, and/or by their students which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged” (Black and William, 1998). Therefore, feedback is an essential part of learning as it allows teachers to continuously improve teaching and learning to better meet the needs of all learners. This point is further emphasised by Cowie and Bell (1999) who explain it as “the process used by teachers and students to recognise and respond to learning in order to enhance that learning, during the learning”. The use of formative assessment allows teachers to make changes instantly to meet pupils’ needs in real time. Bartlett (2015) states that we need to see a shift towards developing further effective formative assessment strategies in the classroom. The use of live feedback would allow pupils to reflect on their work, identify next steps and improve their work in real-time. Information gained from this feedback can be used to inform future practice and make changes in response to pupils’ needs and ensure learning remains meaningful and significant for the pupils’ capabilities.
The members of the enquiry group realised that we shared similar experiences involving children making mistakes which would not be addressed until the work was marked later that day. This led us to the realisation that if we were to use live feedback during lessons, it would allow teachers to address errors in the moment and allow pupils to make instant changes to improve their learning. We contemplated whether live feedback would affect pupils’ confidence and mindset as they would be able to respond to feedback immediately to improve their work in the moment. Formative feedback can have a positive impact on students’ achievement. It is recognised as a powerful driver behind student achievement which can also result in more empowered learners (Bartlett, 2015). (Gardner, 2012) emphasises the significance of assessing learning as improving the practice of assessment can enhance learners’ achievements. Assessment can also be key to promoting or inhibiting the motivation to learn. (Gardner, 2012) states that there is strong evidence suggesting summative assessment can have a negative impact on students’ motivation for learning in comparison with Black et al (2003) who has found that formative assessment can have a positive effect.
The aim of the practitioner enquiry was to investigate the effect real-time feedback may have in the classroom.