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Writer's pictureElena

Formative assessment: self-assessment

Updated: Aug 14, 2022

Children’s self-appraisal remains very positive during early primary school years (Butler, 2016: 295) and they are still developing logical thinking. These factors influence the accuracy of their responses and consequently affect assessment validity and reliability. However, Butler & Lee (2010: 8) note that self-assessment “may allow teachers to gain information on the students’ affective states” and it also facilitates learner autonomy.


  • Stage 1 – Conversation

At the beginning of the course:

- Prepare a list of non-linguistic self-assessment criteria to be used throughout the course (e.g. effort, participation, cooperation, autonomy, attention).

- Make small flashcards for the criteria.

- Discuss their meaning with the learners. It can be done in their mother tongue.


During the course:

- Have an open-class discussion to allow learners to choose self-assessment criteria for each lesson. You could start with 1-2 criteria and increase the number throughout the course.

- Use the corresponding flashcards to prepare a ‘lesson menu’ of what you will look for in the lesson.

- Make reference to the "menu" during the lesson to make students reflect on whether they meet the chosen criteria.


This is a good way to involve children in designing their own assessment criteria and to encourage them to reflect on their learning throughout the course.


  • Stage 2 – Play

Take photographs of the children (with permission from parents and school) while they are taking part in different activities. Next day or after a week go through the photos and have an open-class discussion.


Possible guiding questions:

- What are you doing?

- What are you saying?

- How are you feeling?

- What activity did you enjoy more?


This activity makes learners reflect on what they do in class. It helps to raise their awareness of what they can do in English and consequently increases their motivation to learn the language.


  • Stage 3 – Work

Once the children have finished their ‘written’ task, encourage them to use an ‘Am I really done?’ checklist.


Possible guiding questions:

- Is my name on it?

- Did I follow all instructions?

- Did I make an effort?


This is a good moment to start introducing self-assessment.


  • Stage 4 – Celebration

Before the unit:

Design your own Can-do statements.


After the unit:

Have an open class discussion to check the learners’ understanding and invite them to colour/decorate the cupcakes if they ‘can do’ it.





(This blog post is based on my article ‘Young learners' assessment step-by-step’ which was first published in Testing, Evaluation and Assessment 3 (October 2020), Faversham: IATEFL)


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