During the course of learning, assessment is used to give feedback both to teachers and students this is known as Formative Assessment (Boston C 2002). There is convincing evidence from numerous studies that formative assessment produced “significant and often substantial learning gains” (Black and Wilam 1998b p140).
A strong, enthusiastic S1 class was chosen to participate in this Practitioner Enquiry. This class have shown that they are able to demonstrate skills practically but do not always grasp the understanding and knowledge of the class learning. The intention was to find a way to consolidate learning by ensuring they understand both the practical and theoretical knowledge of learning. Stiggins and Du Four (2009) state that if formative assessment is done well then it is one of the most influential ways of highlighting pupil achievement.
The aim of this practitioner enquiry is to identify a way that a self-assessment tool could be used to identify a pupils learning in relation to the learning intention and success criteria. This process of this enquiry is to see what happens when a self-assessment checklist were introduced at the end of lessons to evaluate and assess current learning.