The General Teaching Council for Scotland GTCS (2012) describes practitioner enquiry as a way for teachers to engage with research, with the aim of providing more effective learning and teaching for them and their students. This was addressed as being one of the ways in which the teaching profession would adapt to the demands of the 21st Century and was reported by Donaldson (2011) as a way for teachers whom he described as ‘agents of change’ to ‘actively seek, apply and evaluate approaches to supporting children in ways which result in tangible improvements to learning’. Not only is there a focus on enquiry within Scottish Policy but the GTCS (2012) standards for registration also state that fully registered teachers should, ‘Have knowledge and understanding of the importance of research and engagement in professional enquiry.’ (2.3.2) and that they should engage in this and apply it to improve teaching and learning. Taber (2013) reinforced that the purpose of the research should be to inform immediate working environments.
The area of focus agreed with my colleagues was assessment. Assessment for Learning (AiFL) is an integral part of teaching and learning and feedback is instrumental to learning and achievement. Black and William 1998; Hattie, 2009 claim that formative assessment can substantially improve pupil achievement.
The aims and focus of this enquiry were to explore what would happen when real time feedback was introduced within a primary 7/6 class. Specifically, the feedback would be verbal and instant with the intent to provide instant constructive guidance for pupils on how desired outcomes and intentions can be achieved which would ultimately lead to:
- An improvement of pupil attainment in Literacy.
- An increase in pupil engagement and motivation.