Exploring the Black Box Assessment for Learning the...

Exploring the black box: assessment for learning and the development of autonomy in Key Stage 2 1. Introduction: poking and prying with a purpose In 1942, novelist and anthropologist Zora Neale Hurston wrote ‘Research is formalized curiosity. It is poking and prying with a purpose’ (Hurston, 2006). As a Primary teacher, I started on this poking and prying because of a concern about pupils’ apparent lack of reflective thinking. In this section, I outline how this original concern developed by increasingly more formalized curiosity into research about assessment for learning and pupil autonomy. The aim is to explain the purpose and rationale behind my research so far and where I take this journey next. 1.1 Do I have to colour the picture, Miss? As a teacher of Year 3 and Year 4, I was often asked questions by the pupils about whether their work was good enough, if their work was correct, if they had written enough and what they should do next. Often these pupils required constant reassurance and direction. Answering their questions each time did nothing to enable them to think for themselves or become reflective and autonomous in their approaches to learning. I was concerned that a focus on national curriculum levels could be marginalising skills in self-reflection and self-direction in favour of the transfer of knowledge to pass tests. Assessment of learning seemed to take priority over assessment for learning. 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