In order for pupils to learn efficiently, children must be provided with meaningful feedback from the class teacher. Assessment is a method of acquiring and interpreting information about a pupil’s knowledge, understanding and accomplishments (Petkovska et al., 2010). The nature of formative assessment allows professionals to recognise and understand a student’s strengths and development needs, whilst allowing the student to focus their thoughts around these areas, offering a scaffold for them (NRC, 2012). The Scottish Government (2011) explain that learners should be actively involved in describing their progress and achievement throughout their education. Self-assessment is one type of formative assessment practice. There are many ways to practice self-assessment within the classroom, one form being checklists. Checklists are used regularly in schools to support children with self-assessment. This shall be the focus of the enquiry.
The aim of this enquiry was to find out what happens when a pupil uses a check list to self-assess learning, and to see if this supported pupils’ meeting their core targets.