Formative assessment is crucial in a classroom environment as a means of gauging pupils’’ levels of knowledge and understanding. It helps to act as a support for reflective practice and identifying areas for improvement in the delivery of lessons (Black, P. & Wiliam, D. 1998). In the context of a global pandemic, formatively assessing pupils is more challenging. This Enquiry aims to explore Microsoft Forms as a method of receiving anonymised feedback from pupils in B.G.E year groups. This study took place during a phase of digital learning, due to the COVID-19 pandemic. Dealing with complexity is a challenge that must be dealt with, in order to reflect upon learning models used in classroom environments. This is in line with the Assessment is for Learning (AifL) programme, initiated in 2001 (Hayward & Spencer, 2010).
The aim of this enquiry was to assess the effectiveness of using Microsoft Forms to evaluate the delivery of online lessons. This can be broken into subgroups – clarity of instructions, resources used, support offered to assist with learning. By creating Microsoft Forms on a weekly basis, different questions were chosen to suit individual lessons. This allowed for attaining a better understanding of specific areas of lessons to reconsider in future practice. The ultimate goal of the enquiry was to produce findings that would enable us to prepare and deliver lessons that were better suited to individual learner’s needs. Using pupils’ feedback can assist in identifying areas for improved/more varied differentiation for future practice.