A notable issue in the classroom is a lack of motivation from pupils and pupils not focusing on achieving and improving their learning targets. Sutherland, Smith and McLean (2004) described the motivating classroom as having many factors including personal success, encouragement and self-improvement. Formative assessment has been described as being successful if pupils know how to effectively self-assess their work as this means they understand what their learning is asking of them and what they have to do to achieve this (Black & Wiliam, 2010). This enquiry therefore looks to investigate self-assessment as a way of improving children’s motivation and performance.
The aim of this enquiry was to investigate whether or not an interim check during learning can affect children’s work produced. In particular, it aimed to investigate whether this check can have a positive impact on effort and performance in literacy in a Primary 3 class.