The purpose of this study was to establish the basic ability of our children to meaningfully analyse and self-assess writing and to subsequently put in place the initial framework by which they could begin developing their analytical and critiquing skills. Using a focus group model, the study at the outset utilised a select group of higher ability writers (3-4 per year group) in a workshop setting, where their ability to purposefully evaluate writing was established. Subsequently, based on the results of the initial meeting, the children returned for a further workshop session, where explicit teaching and modelling was used to demonstrate and familiarise children with the identified fundamental skills. Further to this, a new self-assessment for writing grid was developed for the purpose of allowing the children to implement these skills in selected pieces of their own writing throughout the year.
Children who attended both workshops and who regularly utilised the new self-assessment rubric showed a perceptible improvement in their ability to analyse and critique their own writing; both in order to suggesting meaningful improvements but also to highlight creative successes.