Developing a Self‐assessment of Learning Inventory for Use in Action Planning

Summary

This article describes a small‐scale project to develop an inventory to identify children's self‐assessments of what they do in class to learn (learning behaviours) and what factors make learning hard (preventive factors). The project also aimed to develop a way of using these self‐assessments to explore with children in Key Stage 2 whether they wanted to make changes to their learning approaches, so leading to some action planning. The project is informed by theoretical approaches focused on self‐regulated learning and learning conversations. Its relevance is set in the context of the Code of Practice (DfE, 1994) with its expectation that children contribute their own perspectives to assessing their learning needs. The article describes the stages of development and the results of the study of the consistency of self‐assessments and of an analysis of the outcomes of its action planning use.

Additional information

Notes on contributors

Brahm Norwich

Brahm Norwich is Head of the Psychology and Special Needs Group and Professor of Special Educational Needs at the Institute of Education, ZS Woburn Square, London, WC2E 0AA.