Wiliam (2013) suggests that there is increased evidence to support that formative assessment could be considered as one of the most powerful ways of improving student achievement. This is an important area which the research group has explored within this professional enquiry. After deciding on Aifl as the key issue for this enquiry we decided to focus on plenary activities and explored this further. From experience with some formative assessment strategies used in the classroom especially within the infant classrooms we found they do not always provide the children with an opportunity to talk about their feedback, learning or difficulties from a certain lesson. As suggested by Higgins, Hartley and Skelton, 2001; Ivanic, Clark and Rimmershaw, (2000, p.3):
‘’… students require opportunities to construct actively an understanding of them (e.g. through discussion) before they can be used to regulate performance.’’
Therefore, this enquiry will aim to explore how effective self-evaluation and pupil voice can be used within plenary activates to allow both the children and the class teacher to reflect on the learning that is taking place.
The aim of this enquiry was to assess the impact of plenary activities which were introduced in the classroom and the impact, if any this had on both the children and my own preparation and evaluation of lessons.