The Scottish Government have specified that “learners need to be supported in developing their skills in self and peer assessment” (2011:19), therefore, to develop skills in these areas, self-assessment checklists were introduced alongside literacy tasks, to support children in assessing their work and completing tasks neatly and with good quality. As teachers should encourage children to be responsible for their own learning (Wiliam, 2008) the self-assessment checklist was considered as a strategy for the children to take ownership for their own work and to assess their work and pace as they work through different tasks. Self-assessment can be considered as a means of formative assessment as the children evaluate and assess their work (Panadero & Alonso-Tapia, 2013). As a number of children in the class were often not completing their literacy tasks and were struggling to keep up with the pace of others, this practitioner enquiry was carried out to try and motivate the children to tick their checklists and self-assess how they have been working.
One of the aims of this practitioner enquiry was to try and motivate children to complete their tasks with a good quality of work. As some children did not always finish their literacy activities, the focus for the enquiry was to build upon the children’s pace of completing their tasks and to urge some children to work quicker. The other aim was to encourage children to check their written tasks as they worked and ensure that they have been completing their tasks correctly and have written in their jotters with good handwriting and presentation.