William (2006) highlights that in order to raise achievement, feedback must be an integral part of the learning process. Assessment ideally encourages pupils, through feedback and dialogue, to consider their current progress and contemplate how to further develop their learning. The fundamental concept that Hanover (2014) states is that assessment encourages “self-regulation” which requires that the “student has in mind some goals to be achieved against which performance can be assessed”.
Consequently, this area provides a great opportunity to analyse strategies that may be effective in creating “self-regulation” within learners and how this can promote better learning and understanding.
Hayward & Spence (2010) say formative assessment allows “teachers to see learning from the learner’s perspective and can help to empower learners”. Therefore, this enquiry hopes to analyse assessment’s ability to promote reflection from both the student and teacher’s perspective.
John Hattie (2009) argues that, within teaching, our fundamental task is to evaluate the effect of our teaching on a student’s learning and achievement, and its success and failure is based on what we do as teachers. Therefore, the objective is to analyse the effectiveness of verbal feedback over a month-long period; to look into its effectiveness on student learning and the effectiveness of this in promoting self-reflection within teachers.
The aim of this enquiry is to analyse the effectiveness of verbal feedback and its effectiveness on students learning, attainment, attitude and motivation.
The effectiveness of checkpoints and breaking up feedback into smaller segments.