According to Education Scotland assessment should be carried out to determine what children know, what they understand and what they can do. Teachers assess learning using a variety of approaches and a wide range of evidence (2017). One approach to assessing a child’s progress is through the use of Formative Assessment. This is any assessment that’s outcome is used to outline next steps and aid planning. This should be done to allow both the teacher and the learner to identify targets and how learning can be taken forward. Introducing pupils to self-assessment strategies allows them reflect on their own learning and work together with their teacher to determine their next steps in a way they can comprehend. By implementing these assessment strategies into my own classroom I hope to improve my pupil’s confidence in their work as well as enhance their ability to reflect and improve their own work.
In order to ensure relevance throughout my enquiry it was essential for me to create a hypothesis and range of research questions prior to carrying out an investigation (Elton-Chalcroft et al 2008).The overall aim for my enquiry is to determine the accuracy of my devised hypothesis:
“Using traffic lights as a self-assessment tool will have a positive impact on pupil progress and confidence.’
In order to investigate this hypothesis I have composed three research questions to focus my research around. The main questions I will consider are: keep in past tense
- What does the relevant policy have to say about using traffic lights as a tool for self-assessment?
- What impact does using traffic lights to self-assess have on the class progress as a whole?
- What evidence can I gather to highlight the impact of using traffic lights as a means of self-assessment?