Assessment is for learning is an approach used in teaching and learning where feedback is created to improve the performance of students. Its main objective is to reduce any gaps of knowledge in the students learning. For this to be effective the teacher and student must identify what the goals are, what progress has already been made and what the next steps should be (Hattie & Timperley 2007). This allows the teacher to adapt the lessons to meet the needs of the learner and as described by Harlen (2018, p234) is “a continuing cycle of events where the evidence collected helps progress towards the next goal”.
Black & Wiliam 2008 suggested that formative assessment depends upon five key strategies. One of these is helping students to reflect on their own learning, allowing them to evaluate and improve their work. This allows them to be take responsibility for their own learning which makes leads to increased motivation and better engagement. Students are encouraged to actively think where they are now, where are they going and how do they get there. Hattie 2009 states that if students understand what excellent work looks like then they should be able to improve their work to try and reach that level.
Students in the class lack confidence in taught writing and often struggle to know if they have met the success criteria. As a result, it can be difficult to keep them on task. Through implementing a checklist, it is hoped that pupil’s confidence will increase and they will have a better understanding if they have met the targets give.
The aim of this study was to raise awareness of self-assessment with the children and to find out what happens when this is done using a checklist.