Class teachers are solely responsible for the teaching and learning that takes place in the classroom. For effective teaching and learning to take place it is vital that children are assessed regularly to ensure they are working at the correct level and are able to flourish within their learning. For this reason I have chosen to focus on live marking. Curriculum for Excellence (CfE) suggests that a wide range of assessment methods and evidence can inform professional judgement on a learner and their progress. ‘Live marking’ is a formative assessment process which allows children to be engaged with their learning through having meaningful discussions about how they are progressing as well as how they feel they can develop. Assessment is for Learning (AiFL) highlights the importance of children being engaged in their learning and involved in next steps. Through the use of live marking and offering verbal feedback, the teacher can offer meaningful advice in order for the child to adapt work to fully achieve learning. Wiliam (2016) implies that children should be given constructive feedback at regular intervals to raise attainment and achievement as well as promote inclusion for all. Live marking allows this to take place, as the children are receiving feedback specific to them and the level that they are working in.
The aim of this professional enquiry was to investigate the impact that ‘live marking’ had on pupil engagement in the classroom throughout literacy lessons and also to develop the children’s own ability in carrying out assessment more effectively on their own work.