Rachael McGhee

History

Clyde Valley High School

  • Assessment For Learning

What happens when I introduce self-assessment checklists in my class?

Rationale

Our group has chosen to research this area as it fits in well with the information and guidance given in the Curriculum for Excellence: A Framework for Assessment. This framework discusses the need for sophisticated and varied forms of assessment to ensure learner engagement and that pupils are active in their own development. The framework aims to ensure that the learner is involved in the process of choosing assessment approaches and then summarising the evidence that emerges.

When researching the type of self-assessment activity to complete, I was inspired by an article published by the University of Reading. This stated that self-assessment can be completed in a variety of forms such as “encouraging students to consider how well they have met assessment criteria in traditional tasks such as essays or presentations.”

With this information at the forefront of my research, I trialled the discussion of success criteria for specific tasks, and then pupils would fill out a questionnaire in order to evaluate their effort and contribution. This was also chosen to ensure Pupil Voice which is important to me as it is a focus of the ‘Teaching and Learning Community’ working group that I am a part of.

Aims

The aims of this enquiry were:

  • To explore the possibility that pupils will increase their level of effort when they know they will be self-assessing themselves in accordance with the original success criteria.
  • To trial self-assessment as a teaching and learning method that allows self reflection as opposed to traditional summative assessment.
Download Practitioner Enquiry