The aim of the study was to enquire about the use of Traffic Lights in the classroom as a formative self-assessment strategy, as well as a means of reflecting on their learning and identifying next steps. By introducing self-assessment in the form of a traffic light check list it was hoped that pupils would become more independent learners and take ownership of their own learning. We tailored our methods of gauging the use of traffic lights within our classroom to our relevant age and stage to explore potential outcomes across different learning contexts.
The results from the enquiry show that traffic lighting is a convenient and effective method of pupil self-assessment. It was an efficient way of identifying pupils who were struggling and those who were lacking confidence in certain aspects of the topic, which allowed for implementation of strategies that would address learners’ needs.
In particular, during a practical setting traffic lights were beneficial to identifying the pupils next steps. The pupils supported one another well in developing their understanding of next steps and the meanings of the colours of the traffic lights on their learning. However, within theory based classes certain pupils required more input, which made a lengthy process. It must also be noted that this was carried out within different classroom contexts and to come to a more reliable conclusion, this would need to be repeated with a larger testing scale and compared with assessment results before and after.