Rachael Currie

Physical Education

Chryston High

  • Digital Learning: Formative Assessment

Is Pupil Self-Evaluation Relative to Pupil Understanding in Online Learning?


As a consequence of current circumstances leading to online learning being the main method of schooling, research on the topic would be appropriate to highlight the potential effects it may have on students. Choosing to go down the line of pupil self-evaluations to indicate self-belief in relation to achievement during this time, it is being investigated in this enquiry how pupils are scoring in exam-style questions in comparison to their self-assessment of performance in the activity. Scholars have previously identified that in order for online learning to be effective, there are qualities a learner must embody; “research shows that motivated learners are more likely to undertake challenging activities, be actively engaged, enjoy and adopt a deep approach to learning and exhibit enhanced performance, persistence and creativity” (Hartnett, 2016, p.1), signifying the disadvantage some learners may be victim to. Putting this into perspective, the motivation levels of students, along with other factors, may influence varying levels of self-belief when evaluating individual attainment. For the purpose of this research, the choice to use pupil self-evaluations was based upon the awareness that there previously has been “mixed results in terms of both the accuracy of students’ self-assessments and their influence on learning and/or performance” (Andrade, 2019, p.2), with the objective to provide clarity on the subject.

Research Aims

The key aims of this enquiry are to; 1) discover whether or not the inclusion of pupil self-evaluation offers a true reflection of progression with curriculum during online learning, and 2) review levels of pupil engagement during online learning.

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