Rachael Brown

Primary Teacher

Sikeside Primary

  • Digital Learning: Health & Wellbeing

The effect of online feedback on pupil’s confidence in Literacy work

Rationale

Feedback has been a particular focus in the classroom for practitioners especially throughout online learning to improve children’s confidence in different curricular areas. The focus of the enquiry was based on verbal and written feedback online on Microsoft teams during remote learning. Dylan Williams expressed the benefits of feedback is children worked quicker and enjoy learning more because they felt more focussed and understood their learning (The Classroom Experiment (Ep.1). , 2012). Measuring children’s level of understanding and evaluation of their own work was a main focus. There was particular interest in strengthening the confidence of the children to complete their online Literacy work due to the change of their learning environment. The use of John Hattie’s powerful findings around the nature of feedback gave a basis around how to focus on feedback through verbal and online feedback such as traffic lighting work submitted on Teams, thumbs method during check ins online and responses to a check in message on the Teams chat (The Outcomes of Visible Learning, 2019).

Aims

In this enquiry the aim of research was to:

Use a variety of online formative feedback methods to gain pupil feedback.

Measure the growth in pupil confidence to complete literacy work after feedback.

Download Practitioner Enquiry