It has been largely agreed by professionals and researchers that assessment is very important in education (Education Scotland, 2017). Curriculum for Excellence produced a document, Building the Curriculum 5 which focusses on framework and highlight a teacher’s responsibility to use assessment within the class, particularly self-assessment. Self-assessment encourages pupils to become more involved in their own learning. Dylan Williams furthers this argument by saying self- assessment allows children to take ownership of their own learning (2014). Self-assessment can also highlight children’s individual needs and informs teachers possible strategies which could be put into place for children to maximise their learning experience (Williams, 2014). The purpose of this enquiry is for pupils to be able to self-assess their work, using traffic lights, to help them become reflective and inform their next steps. By implement this assessment strategy in my classroom I also hope to improve pupil’s confidence in their abilities and encourage them to be reflective and improve their own work. Children being involved in self-assessment will hopefully promote further engagement and maximise pupil learning.
The aim of this enquiry was to introduce self-assessment, in terms of traffic lighting, to measure the impact self-assessment on pupil’s engagement and their ability to evaluate their own learning during numeracy and mathematics. By introducing traffic light strategy, I was hoping pupils would become more actively engaged in their learning and hope they were able to evaluate their own learning to help inform planning. The three main aims were:
- To introduce traffic lights as a self-assessment method
- To use this self-assessment method to evaluate pupil learning
- To use self-assessment to inform next steps for pupils and teachers