This study is assessing the effects of goal setting strategies and the impact this has on teaching and learning within the classroom. The motivation for this enquiry stemmed from noting a number of S1 pupils lacking confidence and willingness to complete drawing activities. In turn this has in some cases created a reliance on seeking approval prior to progressing any further with drawing tasks. According to McLean (2003:3) he suggests schools must seek to develop greater self-efficacy amongst young people by creating active receivers of information rather than passive recipients. Teaching is about creating an effective learning environment where pupils are engaged and moving in the right direction towards achieving their learning goals (Wiliam, 2011:50). As educational professionals, the General Teaching Council Scotland (GTCS) (2012:7) suggests it is our duty of care to ensure individuals are provided with the highest levels of educational standards possible within a nurturing and supportive environment.
Having experienced success in raising attainment in my student year through implementing a range of formative assessment strategies such as encouraging pupil voice through use of self and peer assessment, I decided to investigate this further.
Building on this success I wanted to investigate the effects of implementing pupil and teacher goal setting to determine which approach was most effective in building pupil confidence and motivation.
The aim of the enquiry was to see what happens when I introduced goal setting in to the classroom?