Katie McClymont

Modern Studies

Chryston High

  • Digital Learning: Formative Assessment

Is Pupil Self-Evaluation Relative to Pupil Understanding in Online Learning?


Education Scotland (2015) aims to support the growth of self-improvement across Scottish education, and with the on-going COVID-19 pandemic affecting all areas of life, online learning has played a significant role in the last two school years. This has meant that practitioners and academics have had to work quickly and efficiently to become familiar and competent in the use and values of online learning within education.

Adding to this, as practitioners, we are encouraged to self-evaluate as a matter of good practice, therefore the idea of encouraging pupils to self-evaluate while participating in digital learning was deemed a worthwhile endeavour (SfFR 3.4.2).

For young people, online learning has been a necessity. It has been difficult for many learners for a wide variety of reasons. Engagement and motivation levels fluctuate as online learning continues, and therefore, this enquiry stemmed from the idea of exploring pupil engagement more broadly. Lyons et al (2013) argue that critical reflection is essential to learning, therefore the direction of the enquiry was then narrowed down to consider whether engagement levels could be improved by asking learners to complete self-evaluation Forms, to judge their own understanding of their learning, and whether a pupil’s rating of their understanding of learner is relative to the knowledge they can practically implement.


There are two main aims of this enquiry:

Would assigning a self-evaluation task for pupils encourage more engagement as they take responsibility for assessing their understanding of their own learning.

Would the rating pupils assign to their understanding of that week’s learning be reflected in their answering of an exam-style question on that same area of learning?

Download Practitioner Enquiry