Pupils' Perceptions of the Efficacy of Target Setting and How it can be Made More Effective

This article explores some of the substantive issues that arose from a qualitative research study into individual pupil target setting in a secondary school. A multiple case study approach was employed in order to reveal the experiences and perceptions of some 'middle ability' Key Stage 3 pupils. The benefits of the process of setting highly individualized targets are discussed from the pupils' perspective. Therelationship between target setting and Academic Tutoring is examined and the potential for pastoral staff to use target setting as part of a learning discourse is highlighted.