Formative assessment is an integral part of learning and according to Building the Curriculum Five, it is essential for children to be actively involved in their own learning to gain ownership of it. It also states that assessment helps learning and enables children to reach their required goals. It has also been identified that giving feedback moves learning forward (Williams, 2012)
Setting goals and self-evaluation have also been linked to motivation. Peetsma et al., (2005) has highlighted that student goals, alongside cognitive and social self-evaluations, can be considered to predict motivation. While Dickinson (1995) has emphasised that students who can identify and communicate their goals, and understand how to use learning strategies, can become independent and autonomous learners.
With the above in mind, discussions were centred on learning targets for children, and their ability to follow and adhere to any targets throughout given tasks. Children can overlook some, or all of their targets as they proceed towards the end of their tasks. This can then be difficult to amend at the end of any lesson, particularly if there are many amendments to be made in order to achieve their targets. It was then agreed to introduce an interim check during lessons to ascertain if it would have a positive impact on children achieving their targets. The enquiry question therefore was; what happens when interim checks are introduced during lessons?
The aim of this enquiry was to assess if an interim check during a lesson would:
- Increase pupil performance by them reflecting on their work so far and making any necessary improvements thereafter.
- Motivate children to want to perform better.