This booklet has been produced by a group of AAIA members who live andwork in the north east of England. Their work has focussed on the multi-faceted ways of encouraging and enabling teachers to use assessment topromote and monitor learning for the benefit of the pupils.The most recent focus for the group has been to work co-operatively todevelop ideas on
. Most of the contributors work withlearners in primary schools. The case studies reflect this bias. However, allthe ideas that are presented can be and are being used in secondaryclassrooms. It is the skill of the teacher to recognise the principles andconvert the ideas into the actual setting.
Durham : Carol Gater Jennifer Jones Annette O’Brien Sarah Patterson Ron Rooney Gateshead: Ellen Good Tim Nelson North Tyneside: Dave Shearsmith Sunderland: Marcia Ewart Lesley Smith
Thanks to the many teachers in the north east of England who have supported this publication by trialing self-assessment strategies in their classrooms, enabling their work to be the focus of the case studies.
In this document
is the term used to describe all the activities employed within and outside the classroom to enable the pupil to reflect on what has been learnt and judge it against a set of criteria.
is the term used to describe the process of a pupil gaining an understanding of
one is learning as opposed to
one is learning.It is the means of making real strides in understanding oneself as a learner.
P u i l s e l f - a s s e s s m e n t