According to Liz McDowell from the Centre for Excellence in Teaching and Learning, “A key purpose of AfL is to foster student development but it can only function in this ipsative manner when the student takes responsibility for evaluating, judging and improving their own performance by actively using a range of feedback. These capabilities are at the heart of autonomous learning and of the graduate qualities valued by employers and in professional practice”. Therefore, as teachers, it is not only our job to teach pupils the necessary knowledge and skills related to our specialist subjects, but to also help pupils in developing their skills for becoming self-regulated, autonomous learners. By developing these skills through self-assessment, pupils and teachers alike can then identify strengths and areas for development in their future work. Although self-assessment is a tool which is frequently being used throughout schools already, we decided to formally evaluate its impact within the classroom, in the form of a checklist.
The aim of this enquiry was to evaluate the impact self-assessment checklists have in the classroom. The enquiry was focused on first year pupils who are completing a unit on Hinduism.