The potential that effective feedback strategies has on the improvement of achievement, confidence and motivation is something that educators should strive to capitalise on. William & Christodoulou state that
“At its core, formative assessment stressed the need for assessment to be something that teachers and students respond to in order to reflect and adapt their practice”
(2017, cited in Hendrick & Macpherson; 22)
This demonstrates how vital effective feedback is to the academic progress of our young people. Hattie (2003:5) has aimed to distinguish what the key features of ‘the expert teacher’ are and attributes providing feedback as one of these fundamental elements thus suggesting how as we strive to help all our young people in care, feedback must be a top priority.
The General Teaching Council for Scotland (GTCS) Standards for Professional Registration placed importance on engagement with enquiry and that practitioners should “know how to engage critically in enquiry, research and evaluation individually or collaboratively, and apply this in order to improve teaching and learning”. This enquiry would therefore be an ideal forum to assess the different ways in which our feedback impacts how our pupils learn and how they can progress.
Additionally, this enquiry provides a great opportunity to find out what particular forms of feedback work most effectively. Understandably, there is no ‘one fits all’ type of feedback equation that works for every learner. Feedback should be consistent yet varied. Despite these concerns, this enquiry has the potential to establish if there is a particular form of feedback that our learners prefer or find easier to put into their practice.
This ties in with another key element of the overall aim of the enquiry; can a specific variety of feedback raise motivation? There is a wealth of research on the links between both feedback and motivation. Fong et al (2019: 153) concluded that constructive criticism was found to be intrinsically motivating thus highlighting the profound influence we, as educators, have on our young people to remain resilient and driven. This enquiry will therefore hope to provide clarity on whether there is a direct link between immediate verbal feedback and instilling confidence in one’s ability and motivation to complete tasks.
The aim of this enquiry is to explore the impact of immediate verbal feedback during lessons and how this effects studentsning, attainment and motivation. Additionally, this study will seek to identify the most appropriate method of feedback to move learners forward.