Assessment is important within the classroom as it allows teachers to evaluate the progress of their learners and to be able to have the information to gauge what they need to do in order to help their children to reach their potential (Hopfenbeck 2018). Assessment is for Learning takes place while learning is still in progress in order to enhance learning. When pupils’ self-assess (reflect upon their own work) on a regular basis within the classroom they enhance:-
- Their ability to take responsibility for their own learning and progress.
- Critical thinking skills
- Their ability to self-reflect.
Boud (2016) discusses the benefits that self-assessment can have when teachers use it regularly within the classroom. Similarly to Hopfenbeck, Boud agrees that self-assessment builds children to be self-sufficient learners who can reflect and improve upon their learning with some levels of independence. Boud states that using frequent opportunities for self-assessment and reflection are sometimes more effective than constant teacher written feedback.
Furthermore, Assessment Is for Learning policy (2005) states that “Children should be fully involved in deciding what needs to be done next, and who can give them help if they need it.” Hence, self-assessment gives children the opportunity to be active in their own assessment of their learning ,recognise progression and acknowledge room for improvement in their own attainment.
The aim of this classroom based enquiry is to explore what happens when success criteria is made more visible to learners within a taught writing lesson. With particular interest on the effect that regular ‘check ins’ on success criteria throughout the lesson have on ultimate pupil attainment.