This group consisted of six probationer teachers – four from the primary sector and two from secondary. After noticing that many of our pupils self-assessed in a way that did not appear to be meaningful in identifying the next steps in their learning, we decided to create a self-assessment checklist that was closely linked the relevant success criteria. It was hoped that this checklist would allow our pupils to clearly track their progress and thus they would be able to identify their areas for development as a result. Our findings concluded that our pupil’s ability to self-assess improved when they had the checklist to follow as they were able to refer back to the related success criteria. Overall, the checklist was beneficial in allowing pupils to see what meaningful self-assessment looks like within the classroom as well as giving pupil’s ownership over their own learning in determining their strengths as well as areas for development.