The Assessment Reform Group promote the use of formative assessment to produce independent learners, who are adept in self-reflection and understand the importance of identifying next steps in learning.
“Teachers should equip learners with the desire and the capacity to take charge of their learning through developing the skills of self-assessment.” (Assessment Reform Group, 2002)
Children are capable of reflecting on their learning (Hattie, 2012) and Moxley et al. (1994) highlights that there are limitations to only using teachers’ feedback as it creates a pattern that children try something and then wait for the teacher to respond. Self-assessment is an aspect of formative assessment which can also impact positively on learner engagement (Dweck, 1999). When children actively engage with self-assessment, they can take ownership of their learning which improves the quality of work produced (Hutchison and Hayward, 2005).
A number of children in the class were rushing to complete literacy tasks and not checking for basic spelling, punctuation and grammar errors. By introducing the self-assessment checklists for use during literacy tasks, I hope to improve children’s independence and engagement in improving their work. This would aim to get the children focussed on the content of their work and also to give them the knowledge and skills of different reading/writing strategies to allow them to contribute to the coproduction of the success criteria in further lessons.
The aim of this enquiry was to find out if the introduction of self-assessment checklists has an impact on pupils work during literacy tasks.