Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. (Hattie, Temperly 2007). We talk of formative and summative assessment, but should we also look at formative and summative feedback. Valarie Shute defines formative feedback as “information communicated to the learner that is intended to modify his or her thinking or behaviour to improve learning” (Shute, 2008). Shute further details formative feedback characteristics as supportive, specific and timely. Wiliam (2014) states feedback must be productive and insightfully informed that feedback should provide work for the students, not the teacher. Real-time feedback is, feedback given in the here and now as the learner works and where the opportunity exists to amend the work before completion. Providing feedback post-task in not timely or supportive and so as such, formative feedback and assessment are used frequently within my daily practice. With all of the above in mind, this paper seeks to examine the impact of real-time feedback on a primary 3 class.
This paper sets out to
- Establish any links found between formative feedback and the attainment of those learners involved. Attainment will be measured in terms of achievement of success criteria and core targets within a specific lesson.
- Examine the emotional impact of learners looking at the evidence available to measure the learners’ attitude towards the task. Did feedback provided during the task impact on the learner’s confidence in their abilities?