The school’s ethos and policies really resonated with me as they were extremely passionate about celebrating achievement, in all forms, not just academically. Therefore, I felt it was important to emulate this within my practice, something that is also supported by various theorists including that of Hutchinson and Hayward (2005). It is important as practitioners that we support the needs of our young people within the classroom to help enhance and support learning as well as achievement. Something of great importance within the classroom should be to not only support learning but encourage confidence, particularly when seeking help regarding a task they do not fully comprehend. Achieving this subtly would be the key to success as it would avoid pupils being singled out for their differences and drawing further attention to them (Riddell, 2009). Due to a desire to subtly increase learner’s confidence within my classroom I began exploring formative assessment methods with my colleagues.
Formative assessment has become an integral part of teaching and learning with focus being placed on Assessment is For Learning (AiFL) strategies in response to the Curriculum for Excellence (CfE), (Bryce et al., 2013). These methods utilised to not only track and monitor pupil progress in relation to achievement but begin to provide them with the means and support to begin self-assessment resulting in learners taking true ownership of their own learning (Black and Wiliam, 1998). There are many methods that can be used to aid assessment. The way in which this enquiry progressed was by exploring what impact the implementation of a desk-based traffic light system would have on learners within the classroom.
This enquiry will explore the effects of using a desk-based traffic light system in the classroom in relation to achievement.