Pupil feedback is described as internal or external information linked with the gap between the current level of knowledge and understanding and the intended learning goals (Hattie & Timperley, 2007). William (2011) acknowledges that the impact of feedback on learning cannot be described as a simple, straightforward process.
Pupil feedback is largely considered to be one of the key components of formative assessment (Dann, 2018). In order for effective learning and teaching to take place, pupils should be involved and considered in achieving and setting their next steps in learning (Barnes, 1997).
The General Teaching Council for Scotland (GTCS) provide standards that all practitioners in Scotland must maintain. The Standard for Full Registration 3.1.2 ensures that practitioners: “use a range of communication methods, including a variety of media, to promote and develop positive relationships to motivate and sustain the interest and participation of all learners” (The General Teaching Council for Scotland, 2012). Mensink and King (2019) highlight that there has been a lack of student engagement with online feedback for decades. This suggests the need for practitioners to manage feedback and communication in a way which meets the needs of all learners, particularly during the ongoing Covid-19 pandemic which requires students to learn remotely.
The aim of this enquiry was to identify the different ways in which children responded to an alternative feedback method during a period of remote learning. The enquiry set out to identify any changes in children’s engagement with remote learning including: a change in attitude, an increase or decrease in engagement and any changes in pupil motivation levels.