Research on formative assessment and feedback suggests that pupils should have a proactive rather than a reactive role in generating and using feedback (Nicol and Macfarlane-Dick, 2006). This allows them time to reflect on their learning and makes them more aware of not only what they learn, but how they learn and what helps them learn.
In turn, this allows teachers to use the feedback to inform their planning and improve their teaching.
The enquiry group agreed that this would be a beneficial enquiry in both primary and secondary schools to evaluate the impact of using self-assessment in the classroom. The traffic light strategy was adapted for each age and stage ranging from traffic light colours to written comments in the form of a star and a wish. This enquiry also links to the Scottish Government’s Assessment Framework which aspires to “put the learner at the centre of education and fully involve them in deciding what needs to be done next” in their learning.
The aim of this enquiry was to investigate the impact of using traffic lights as a self-assessment tool in the classroom.