During the period of home learning, it has presented a variety of issues in relation to gathering a true perspective of pupils understanding. This, coupled with the lack of verbal affirmation and facial expressions has meant that self-evaluation is needed for teacher to gauge understanding of new knowledge. Pupil self-evaluation presents teachers the opportunity to gauge and assess pupils critical thinking and their ability to self-assess fairly. Black and William (1998) remark that pupils tend to be harsher when self-assessing rather than peer assessment as they provide a more critical look at their work. Self-assessment can also be used for students and teachers to work co-operatively to consider the views of the pupil and how they feel that they coped in their learning (Sandler, 1989). Self-evaluation allows pupils to become more engaged with their learning as they will have the opportunity to critique their performance at the end of it. Harris (2007) discusses how self-assessment promotes independence by allowing pupils to use their judgement in order to set targets which are best suited to their learning needs. This allows pupils’ progression to be assessed and supported by emphasising what skills or aspects of learning that pupils themselves feel needs to be focused on as well as allowing teachers to encourage their development. Furthermore, the use of self-evaluation within the classroom allows for teachers to plan future lessons more effectively as they are given key areas which need further reinforcement or repetition of lesson topics.
The aims of this enquiry were to observe whether pupil’s self-evaluation of themselves accurately depicts their level of understanding during the period of online learning.