Curriculum for Excellence aims to increase both attainment and achievement in Scotland in order to prepare children for the competitive world of work and to be resourceful in a time of uncertainty. (Scottish Government, 2011) The National Improvement Framework (NIF) supports this ambition, within my own school a key priority in the school’s improvement plan was to improve attainment in numeracy. (Education Scotland, 2016) In undertaking an enquiry I considered the contribution which I could make towards the school improvement plan with regards to the pupils in my class. The class has always been split into ability groups during maths and I considered what would happen if I gave children more accountability for their own learning and progression. Indeed, one tool which can lead to progression in learning by giving children more ownership over their learning is formative assessment. Clarke (2014; 8) states that “the most powerful educational tool for raising achievement and preparing children to be lifelong learners, in any context, is formative assessment.” Scottish Government (2011) suggests that children learn best when they are engaged in their learning and have opportunities to shape their own experiences and progression. Through implementing “The Chilli Challenge” I will critically analyse the effectiveness of this formative assessment strategy which aims to give children more ownership over their learning and assessment.
The aim of this enquiry was to evaluate the success of “The Chilli Challenge” as a formative assessment strategy and its impact on learning and teaching in the primary classroom.