In this enquiry I will discuss and analyse a feature of Assessment for Learning that is widely used in classrooms; the use of Success Criteria, and what happens to self-assessment when pupils choose their own success criteria. Teaching and learning methods in classrooms are constantly changing and adapting to meet the needs of the twenty-first century and so, for teachers, a strong emphasis is placed upon establishing new strategies and methods to ensure pupils work to the best of their ability.
‘Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there’ (ARG, 2002, p2-3). Pupils need to be involved in their own learning in order for them to get the most out of their education. Through an emphasis of Assessment is for Learning pupils can take control of their learning and progress through self and peer-assessment and targeted feedback (Nicol & MacFarlane-Dick, 2006).
The purpose of this research is to explore the implementation of Assessment for Learning techniques mainly Success Criteria, in the mathematics classroom.
This enquiry I will discuss and analyse if there is an impact on pupil’s self-assessment if they choose their own success criteria at the start of the lesson. The enquiry was focussed on first year pupils in mathematics.