Curriculum for Excellence (CfE) has four capacities in its design. These capacities drive children to being; Effective Contributors, Responsible Citizens, Confident Individuals and Successful Learners (The Scottish Government, 2009). As a result of CfE being of a multi- faceted design, this grants teachers with a degree of flexibility and adaptability to implement different teaching techniques and consistent methods of assessment.
It is crucial that both summative and formative assessment are present in the classroom and used in conjunction effectively. It can be said, that these forms of assessment must complement the procedures of formative assessment and should be designed to minimise the workload on both teachers and pupils” (Assessment Reform Group, 2006). As practitioners employ a range of assessment methods, I will be utilising live verbal feedback that is supported by formative comments during Literacy.
Current research indicates that direct teaching has more of a positive impact when it consistently assesses the knowledge and understanding of the learner in order to be shaped to the needs of the learners (Black & Wiliam, 1998).
Literacy is defined as “the set of skills which allows an individual to engage fully in society and in learning through the different forms of language, and the range of texts, which society values and finds useful” CfE, Principles and Practice (2008). Therefore, verbal feedback with the purpose of assessment within Literacy must fully engage the learners through a variety of mediums. Practitioners must incorporate a broad range of assessment strategies in order to measure the progress and attainment of the learner across the curriculum. This feedback will be consistently provided to the learners whilst they are undertaking differentiated learning, allowing myself to formatively assess if the learners are successful in their learning or if there are potential gaps in their understanding.
The aim of this study is to investigate the question of “The effect of live, verbal feedback in Literacy” This study will investigate the impact that live, verbal feedback has upon the children within Literacy. This inquiry was conducted over six consecutive weeks. The basis for theoretical outlook for this enquiry has been established and it is opportune to reflect upon and discuss which methods were implemented in order to collect information.