CRPP - Conference Papers

This study aimed to investigate how pupil self-assessment could be effectively integrated into teachers’ daily mathematics lessons in Singapore school settings. Four classes taught by different teachers in two primary schools collaborated in the study over three semesters. Data were collected through survey questionnaires, classroom observations, interviews with teachers and pupils, and pupils’ responses to teacher-designed selfassessment tasks. The study revealed that although teachers encountered initial challenges, over time they could overcome them and become quite comfortable in using pupil self-assessment tasks in their lessons. The results also showed that teachers developed positive views about integrating pupil self-assessment into their daily mathematics teaching. Implications for classroom practice and the challenges of teacherled assessment change will be discussed.