In constant attempts to improve education, the quality of teaching has been cited as the area which has the greatest potential to make a difference to improve educational outcomes for learners (Darling-Hammond and Bransford, 2005). One of the priorities in my School Improvement Plan is to improve attainment in Literacy by planning appropriate support and intervention. Therefore, my focus for the Practitioner Enquiry was to explore the impact real- time formative feedback has on children’s writing. Feedback is one of the main components of a teacher’s job. A pupil’s knowledge is continuously appraised and is an integral part of their learning process. Feedback given as part of formative assessment helps learners become aware of any gaps that exist between their desired goal and their current knowledge, understanding, or skill and guides them through actions necessary to obtain the goal (Sadler, 2005). Arguably, feedback is one of the most powerful influences on learning and achievement. This view is further reinforced by several research reviews that demonstrate that formative assessment can substantially improve pupil achievement (Black and William 1998; Hattie, 2009). As a result, this prompted my group and I to investigate the impact of immediate feedback on pupil achievement.
- To evaluate how immediate feedback influences the standard of literacy work.
- To assess if pupil participation in class discussion improves.