In recent days, skill-based learning and teaching have become central issues in educational policy. The introduction of the standardized and skill-based A-levels as well as the skill-based teaching in the Austrian school system, requires a change of thinking regarding the structuring of teaching in general. Out of the claim of a new learning culture, a claim of a modified interaction regarding students and their performances has to be developed at once in order to fulfil the requirement of autonomy of the students. As a result, the following study assigned the responsibility of ones own process of learning to the students by means of self-assessment, which enabled the students to focus on their individual needs during the learning process. Therefore, the teaching and the homework in particular, were designed for two forms of an eight grade of a secondary school in Graz, based on the implementation strategy of the assessment for learning. With the help of a learning diary, the students of the intervention group documented the planning, realization and reflection of their learning process while working on their Mathematics homework over a period of three weeks. According to existing research, working with learning diaries has achieved exceedingly positive effects on different aspects of learning. However, this study merely investigates the impact of learning diaries on motivation as well as the metacognitive and motivational skills of students. Findings of this study show that metacognitive skills such as planning and setting goals, which have been the focus of the learning diary, increased in students. Furthermore, a positive change of the overall learners, especially female students, has been observed which allows drawing conclusions about the new design of homework. In addition, the outcomes encourage a further discourse on the quality requirement of math class and therefore present possible approaches for further research in this field.