Feedback is seen as a primary component in formative assessment and is argued to be one of the most important factors that have the strongest influence on learning (Hattie, 2009). Teachers are encouraged to ensure that appropriate feedback is provided to pupils’ on assessed work in a way that promotes learning and facilitates improvement. Shute (2008) defines formative feedback as “information communicated to the learner that is intended to modify his or her thinking or behaviour for the purpose of improving learning(Page 64).” By providing oral feedback, teacher’s can facilitate pupils’ in achieving their learning goals. Formative feedback can be seen to scaffold learning in an environment where the pupils can make use of their mistakes and become satisfied with their achievements.
A new approach for changing children’s attitudes and perceptions towards achievement is Growth Mindset. Researching Growth Mindset encourages practitioners to embed it into their daily practice. Carol Dweck investigated how students coped with challenge and failure, as some reacted positively while others’ could not cope with diversity. Dweck concluded that there was two mindsets: fixed and growth (Dweck, 2006; Duckworth et al., 2007). Growth Mindset encourages children to have a positive state of mind where they are able to encounter challenges and use mistakes as platform for learning. Dweck continues that if Growth Mindset is encouraged daily in the classroom, then pupils’ will begin to give positive attitudes towards daily tasks. Through the combination of ‘Live Marking and Feedback’ in a Growth Mindset context, pupils’ are able to engage within their learning where they can make instant changes. Furthermore, practitioners can limit negative attitudes towards making mistakes.
The aim of this enquiry was to discover the impact of Formative Feedback in a Growth Mindset context on pupils’ attitudes and motivation towards challenges.