Sophie Cullen

Technical

St. Andrew's High

  • Assessment For Learning

The Use of Immediate Verbal Feedback in the Classroom

Rationale

Assessment is the systematic basis for making inferences about the learning and development of students. Stiggens and Dufour (2009) state that formative assessment is the most popular form of assessment used by teachers. They note that formative assessments can clarify what students learning outcomes are to improve the instructional practices of individual teachers, and highlight the need to re-teach or review materials to reach students who may benefit from additional help.

The use of assessment is vital for a teacher’s development as it can provide feedback on a student’s growth and can be used as evidence for a teacher to evaluate the effectiveness of teaching. As a novice teacher it is important to understand and engage in the assessment progress for effective teacher development. Isaacs, Zara and Herbert, (2013) define feedback as ‘a process through which students learn how well they are achieving and what they need to do to improve their performance.’ It is a large part in a student’s life as a learner, due to it being the mechanism in which students discover how successful their learning is. Subsequently, feedback is one of the most significant parts in student’s progress, therefore it is essential for it to be high quality and effective. To ensure feedback is effective, it must be timely and clear.

Hattie and Timperley (2007) believe “feedback is one of the most powerful influences on learning and achievement.” Feedback achieves its purpose only if it brings about a modification in the student’s future learning behaviour and/or the teacher’s teaching content of style. Ideally, ‘the goal to effective feedback is essentially the same as that for the final element of formal assessment: to decide where learners are in their learning; where they need to go; and how best to get there’ (Assessment Reform Group, 2006).

Throughout this enquiry I will explore the effect of instant verbal feedback for assessment within the classroom and discuss the impact it has on students’ learning.

Aims

The aim of this enquiry was to investigate the impact of immediate verbal feedback has on learning compared to written feedback and assess the impact it has on students motivation.

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