Assessment of children’s progress is one of the drivers of improvement within the National Improvement Framework and so it is essential that we strive to improve our assessment techniques in the classroom in order to raise attainment and achievement (Scottish Government, 2019.) Assessment is a key focus in many School Improvement Plans, this led to assessment being the focus of this enquiry with a specific focus on formative assessment, which allows for two-way communication in the classroom and helps to drive learning forward (William, 2011; Priestley and Sime, 2005). It was decided to investigate the impact of using traffic lights in the classroom to help teachers evaluate pupils’ learning. Traffic lights were used as a formative assessment tool and teachers used this information to plan the child’s next steps. John Hattie (2012) states that when pupils’ learning is visible for teachers then the pupils’ achievements increases as it makes it easier for teachers to identify when learning is taking place and they can plan next steps. Traffic lights were chosen as they were easily implemented into the classroom and were easy to use across all levels of the curriculum.
To introduce traffic lights as a self-assessment method into the classroom.
To use the self-assessment method to evaluate pupils’ learning.
To use the self-assessment method to inform next steps for pupils and teachers planning.