It has been largely agreed by researchers and professionals that, ‘assessment is vital to the education process’, (the Organisation for Economic Cooperation and Development, 2018). According to the OECD, introducing self – assessment to pupils promotes and encourages more active involvement from children towards their own learning. This idea is also discussed by Dylan Williams (2014), who suggests that self – assessment, ‘activates students as owners of their own learning’. Researchers have also suggested that formative assessment in the form of self – assessment can help teachers to highlight and focus on each child’s individual needs in order to implement effective teaching strategies for children to reach their full potential, (Williams, 2014). I decided to focus my practitioner enquiry on self – assessment in the form of traffic lights to encourage the children in my class to become more active in their learning which will hopefully promote further engagement and progress in learning.
The aim of this enquiry was to introduce a structured self – assessment strategy to measure the impact of self – assessment on pupil engagement and progress in their Taught Writing lessons. The enquiry was introduced to a class who were not as engaged in Taught Writing as they were in other aspects of literacy and therefore, little progress was being made. By introducing the traffic light self – assessment strategy to the class, it was hoped that the pupils would take more ownership of their learning, therefore encouraging engagement in learning which would hopefully promote the desired progress.