Within the Standards for Registration (SFR) practitioners are encouraged to engage with ongoing professional enquiry. The standards maintain the need for teachers to ‘Have knowledge and understanding of the importance of research and engagement in professional enquiry’ (GTCS, 2012). This benchmark highlights that engaging in this process ensures practitioners are involved in career-long professional learning. Moreover, being a reflective practitioner allows teachers to fully support their pupils as well as providing teachers with the opportunity to gain further knowledge whilst questioning and evaluating their practice in order to ensure the best learning outcomes for their class (Baumfield et al, 2013).
When narrowing our enquiry down to focus on a key area, I was keen to investigate whether personalised checklists as a means for self-assessment could help develop effective and accurate self-evaluation skills. Research advocates that effective self-assessment can have a positive effect on the self-esteem and motivation of pupils (Black, 2001). Similarly, Clark (2014) ascertains that self-assessment can be a powerful tool in building their confidence. Working alongside a group of colleagues, we agreed to gather specific evidence to support our enquiry which we would compare at the end of the 4 weeks. The evidence gathered reflects the impact on learners from P.2- S.3. The collated evidence would then inform our future practice to ensure that the pupils in our care are achieving to their fullest potential.
The aim of this enquiry was to explore the use of personalised checklists and their effect on children’s writing in the classroom environment.