It is in the interest of all teachers to be able to support and challenge every pupil in their learning. The Scottish Government (2005) states that learners learn best, and attainment improves, when learners are given feedback about the quality of their work, and what they can do to make it better. This highlights the importance of regular feedback and ensuring that it becomes a continuous process of conversation and reflection between learner and teacher.
Similarly, Black and William (1998) suggest that pupils who receive good quality feedback are empowered to have more responsibility in their learning and learn more effectively. It is therefore crucial to present pupils with timely, on-going feedback within lessons, along with support on how best to use it. Pupils should also have the opportunity to offer feedback on learning and teaching to allow teachers to evaluate and adapt when necessary.
Jones (2005) argues that feedback should help learners improve in a specific activity; when feedback provides correction or improvement in a piece of work, it is valued by learners and act as an incredible motivator. This demonstrates that quality communication between teacher and pupil is vital to learning and teaching. It is my intention to investigate the impact of real-time feedback and which form of feedback my pupils find most beneficial, in the hope that it improves the quality of their work and increases their confidence and motivation.
The aim of this enquiry is:
- To identify what impact verbal, real-time feedback has on the quality of work produced in class, against written feedback.
- To identify pupil preference of feedback and what impact it has on their confidence.