Feedback is an integral part of the learning process and should be clear and effective if it is to support the progression of pupil learning. The ‘How Good Is Our School 4’ document (HGIOS 4) (2015) states that through effective feedback pupils should ‘have an accurate understanding of their progress in learning and what they need to do to improve’ (p37). With the importance of feedback having been established, Hattie and Timperley (2007) speak about the significance of timing when providing that feedback and how different tasks may require different approaches. Kulik and Kulik (1988) found that immediate feedback is more effective for pupil retention and ‘to delay feedback is to hinder learning’ (p94). Therefore, I wanted to find out if live feedback during written lessons had a more positive impact on the pupil’s work and if it leads to a deeper understanding of the lessons they are receiving. It is not only important for learners to receive constructive feedback, but teachers must have an understanding of when to provide feedback to their pupils.
The aim of this enquiry was to determine what impact live feedback had on pupil understanding before and after live feedback was given during tasks. More specifically, this enquiry will explore if children use the feedback provided to progress and develop.