In writing classrooms, giving students meaningful feedback at the right moment is one of the biggest challenges teachers face. This case study looks at how a group of primary schools set out to change that  by exploring a more responsive, real-time approach to writing feedback. The goal wasn’t just to improve writing results, but to help students feel more confident, supported, and motivated as writers.

By using a tool that gave students immediate, tailored feedback during lessons, teachers were able to shift the energy in the room from rushed corrections at the end of the day to in-the-moment guidance that students could actually use. At the heart of the work was a question many educators ask: How can we give better feedback without burning out or leaving students behind?

For many educators, providing timely, targeted, and consistent feedback on student writing remains a persistent challenge. With large class sizes and limited time, teachers often struggle to deliver high-quality, individualised feedback during lessons. Feedback may be delayed, inconsistent across classrooms, and not aligned with learning intentions — limiting its effectiveness and student engagement.

As Jesse, a Year 4 teacher and digital learning leader, notes:

“It’s often 30 to one. It’s just impossible to reach all students in every lesson or provide feedback the same day.”
— Jesse, 

Additionally, Cleverbean’s research across 10 schools revealed:

• Feedback was mostly given at the end of the lesson, missing teachable moments.
• A lack of alignment with learning goals meant students struggled to act on the advice.

Many students received minimal or vague feedback, reinforcing inequity.

Developed by the Cleverbean team, Loomi is a classroom tool designed to address these systemic challenges. Students log in via their devices during independent writing time and receive immediate, standards-aligned feedback in a structured format: a “glow” (what went well), a “grow” (area for improvement), and a “suggestion” for next steps.

What sets Loomi apart:

• Real-time and specific: Feedback is delivered during the lesson while students are still actively engaged in their writing.
• Accessible: Oral feedback supports struggling readers, reducing cognitive overload.
• Differentiated: Students at varying proficiency levels receive tailored input.
• Growth mindset: Shifts perception of feedback from criticism to an opportunity to grow.

As Jesse reflects:

“They’re not seeing it as criticism anymore… they’re seeing how this supports them and how they can keep improving their practice.”
— Jesse

The benefits of Loomi extend beyond individual lessons. Teachers gain access to dashboards showing student progress against learning intentions, which helps in identifying patterns and planning interventions more strategically. For students, the tool fosters confidence, reflection, and a deeper understanding of writing as a process of continuous improvement.

Highlights include:

• Informed Instruction: Teachers track how many attempts students make and where skill gaps persist.
• Time Redirection: Automated feedback frees up time for small-group or individual instruction.
• Student Empowerment: Learners become active participants in their writing journey.

Conclusion: Technology that Amplifies Human Teaching

Loomi demonstrates how thoughtful, pedagogy-informed technology can transform literacy teaching by empowering both students and teachers. Instead of replacing the teacher, Loomi supports them to be more targeted, reflective, and impactful  while helping students see feedback as a positive, actionable step toward mastery.

“The teacher is still the biggest connector in the classroom. Tech just enables that connection.”
— Lucy Chambers

Recorded at inform.ed Melbourne 2025