This enquiry was designed to investigate the impact of using traffic lights as a self-assessment tool in the classroom. When deciding on the focus of the enquiry, the wide age range and stages of the learners was taken into consideration.

Research has shown that pupils’ reactive role in their self-assessment allows them to reflect on their learning and make them more aware of not only what they learn, but how they learn and what they learn.

Assessment for Learning is important in raising attainment and we focused our enquiry on encouraging self-assessment, to this end.

The traffic light strategy was adapted for each member of the group depending on the stage of their pupils and ranged from traffic light colours to written comments in the form of a star and a wish. Red indicated they required help, amber indicated they needed some support but could attempt the task and green indicated they were confident with the task.

The enquiry was carried out over a four week period and data was collected and collated on a weekly basis.

Our findings are that over the four week period there was a significant impact on raising the quality and accuracy of children’s self-assessment.

It can be concluded from the data and the information gathered during this enquiry that this method of self-assessment was effective in the classes in which it was used.

Since the enquiry, all members of the group have continued to use this strategy.