Pupil self-assessment in mathematics: A viable alternative assessment strategy?

Abstract

Pupil self-assessment as an alternative assessment strategy was tried out in two Primary 3 classes as part of an ongoing research project on integrating "new" assessment strategies in mathematics. The pupils were involved in judging the extent to which they have learnt and in thinking back to and reporting on their experiences of learning mathematics. They engaged in the self-assessment tasks where appropriate during the daily lesson. This paper describes briefly the self-assessment project and highlights some preliminary findings from classroom observation notes and pupil responses to the tasks. Pupil self-assessment can be a viable source of assessment information for improving learning and teaching. The challenges faced and questions raised are presented.