As a group we discussed challenges experienced through teaching and learning in our classrooms. A common challenge agreed amongst the group was pupils taking feedback on board. We decided it would be appropriate to research further into formative assessment. More specifically, what happens when immediate verbal feedback is provided in the classroom and to compare this with the provision of written feedback. We hoped this would impact upon children’s motivation to work. Hattie and Timperley (2007) recognise that feedback is one of the most influential processes in developing learning. McLean (2003) suggests that if feedback details what went well for pupils then this can positively impact upon their motivation, confidence and in turn their engagement.
Formative feedback is an essential part of supporting learning. Wiliam (2011) supported a belief that providing feedback moves learners forward. Similarly, Dweck (2007) suggests that the use of feedback is important to guarantee children’s engagement. It is a key method of assessment used by teachers to support pupil progress. Black and Wiliam (1998) did however suggest that feedback can have little or no effect on learning, therefore highlighting the importance of identifying the most suitable method of feedback for a group or an individual.
Brookhart (2017) states that feedback given to children should be engaging, and most importantly, should be effective. This practitioner enquiry is concerned with the impact of using immediate verbal feedback in the classroom and considering whether this method of feedback has the greatest impact upon children’s learning.
The aim of this enquiry was to:
- Explore the impact of immediate verbal feedback during literacy lessons.
- Identify the most appropriate method of feedback to motivate and encourage children to progress with their learning.