Is using 2 Stars and 1 wish strategy to provide digital feedback effective in improving pupil learning in literacy?
The Scottish Government sets out within the National Improvement Framework and Improvement Plan (2019) that achieving the highest standards in literacy and numeracy are a priority for our children in achieving excellence in attainment. This priority has gained even greater significance due to the ongoing COVID-19 pandemic and the challenges it has presented to our young people’s learning and levels of attainment. The most recent COVID-19 lockdown restrictions meant that all learning and teaching was to be provided to children digitally, away from the classroom. Considering the temporary digital learning process, we decided, as a group, it was relevant to focus our enquiry on this area and our role as teachers in striving to maintain and increase levels of attainment during this period. We chose to assess how effective utilising the ‘Two Stars and a Wish’ feedback technique was in improving attainment within literacy as Brookhart (2017) tells us that if feedback for our children provides them with useful information, it can be effective in supporting their learning. The Scottish Government (2011) also outline the importance of formative assessment and feedback in the classroom and it was imperative that this was maintained for our children’s attainment during the period of remote learning.
As we all had previous experience of implementing the ‘Two Stars and a Wish’ technique within our classrooms we felt, as a group, that this was the best method of remote feedback we could utilise to assess attainment within literacy, due to the children’s familiarity with this form of assessment. With all learning taking place online, we felt it was crucial that formative daily feedback was being provided to children to enable them to progress their attainment in literacy whilst learning remotely.
The aim of this enquiry was to investigate how effective using the ‘Two Stars and a Wish’ technique, as a form of digital feedback, can be in improving the achievement and engagement of children’s learning in literacy.