This project aims to understand if learner self-assessment can improve English story writing levels in a Year 4 class within a Welsh school. A ‘personalised rubric design’ was used to target four story writing skills; these skills were chosen to be specific to the class receiving the intervention. Overall a variety of qualitative and quantitative data collection methods were used to answer the key inquiry questions: baseline data, staff questionnaires, learner observations and semi-structured learner interviews. These were then triangulated during analysis, with the hope of answering the inquiry questions. One main finding discovered through this inquiry project was the differing attitudinal responses between staff and learners. Staff felt self-assessment did not benefit lower ability learners. However, all lower ability learners felt self assessment made them a better learner. The data supporting the learners’ views. Using the rubric did increase learners’ story writing levels, but did not increase learners’ overall English levels. This could show that the rubric was able to increase learners’ levels in the targeted genre of story writing, but was unable to transfer to other genres. This could have an impact on learners’ levelling results for subsequent years if this style of self-assessment was to continue. Overall it was found that learner self-assessment can significantly increase learners’ confidence levels in writing while also reducing the gap between lower ability learners and the rest of the cohort.
© Elin Evans