Assessment is something that is essential in all schools and teachers are constantly required to assess students’ progress towards standards. As a result of this teachers need to be able to take logical informed steps from assessment derived data.
Education Scotland’s (2005) Assessment is for Learning (AifL) framework highlights the importance of assessment in the classroom. In using Aifl approaches in the classroom educators have the chance to use assessment information to adapt teaching and adapt the work of students to put the learning ‘back on track’ to make sure that the learning is heading in the right direction and that educators can intervene and or support children in their learning.
Formative Assessment is defined as: “…a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes” (S. McManus, 2008, p. 3).
Traffic lighting is one such formative assessment approach and can be used in many different ways. Although self-assessments are used regularly within classrooms it was decided that throughout this enquiry traffic lighting as a self assessment tool will be officially used to establish if pupils progress within one class was effected by the implementation of traffic lighting.
The aim of this enquiry is to discover if traffic lighting influences pupil learning.