Verbal Feedback Project: The Findings

Why does the teaching profession need an academic paper to prove the obvious?

With the rise of action research taking place across the profession and the emergence of cognitive psychology influencing 'how' teachers now teach, there is increasing pressure on the validity of what teachers do in the classroom to have equal validity.

The context for the research

In 2016, I was adamant to conduct my own action research to demonstrate that 'verbal feedback' made a difference to pupils' outcomes. Particularly when:

• What teachers said to pupils were unobserved
• Conversations teachers had required VF comments in pupils'