Raising attainment in Literacy, through the implementation of appropriate support and intervention, is one of the main priorities of my School Improvement Plan. Providing children with effective feedback is one of the key ways in which teachers can support pupil progress and enhance teaching and learning. This view is further reinforced by several research reviews that demonstrate that formative assessment can significantly improve pupil achievement (Black and Wiliam 1998; Hattie, 2009). As teachers it is therefore one of our primary roles to provide feedback for our pupils to ensure learning moves forward (Wiliam, 2011). McTighe and O’Connor (2005) state that in order for feedback to serve learning, feedback must meet four criterions. It must be timely, specific, understandable to the receiver and formed to allow for self-adjustment on the student’s part. Therefore, this practitioner enquiry will focus on how real-time feedback effects learning and behaviour to learning in comparison to feedback given at a later date.
The aim of this practitioner enquiry was to examine the impact real-time verbal and written feedback has on a child’s work in comparison to written and verbal feedback given at a later date.