Formative assessment can have a positive impact in the classroom, when it is implemented as an effective pedagogical tool to support learning (Scottish Government, 2011). Formative assessment techniques, such as self-assessment checklists, have been found to encourage pupils to take control of their learning (Black, 2001). Productive self-assessment occurs when pupils have the opportunity to compare their work to clear criteria, have the time to reflect on their strengths and weaknesses and revise their work (Hutchinson & Hayward, 2005). My class are very enthusiastic during class discussions, however it can be a struggle to ensure that all children are engaged and participating in written work at all times. Through the implementation of self-assessment checklists, I hope to increase engagement and effort put into written literacy tasks.
The aim of the enquiry was to methodically evaluate the impact of self-assessment checklists on pupil motivation and effort, during written literacy tasks, in a primary 5/6 composite class.