THE „TRAFFIC LIGHT” METHOD IN THE CONTEXT EVALUATION-SELF-EVALUATION OF PRESCHOOLERS

Oct 15, 2026

Investigation results examine the effectiveness of the “traffic light” method used in kindergarten as a self-assessment strategy. Preschoolers evaluate their own progress toward learning objectives, while teachers receive immediate feedback on children’s understanding during activities. The approach is presented as a formative assessment form driven by learners’ initiative, strengthening self-assessment capabilities. It supports children’s autonomy by clarifying both what they need to learn and their current knowledge level, guided within an evaluation spirit.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

Introduction

Theoretical approach to the problem

Evaluation, complex process

Self-assessment, a key element in formative assessment

„Traffic light” - a method of self-assessment of preschoolers

THE „TRAFFIC LIGHT” METHOD IN THE CONTEXT EVALUATION-SELF-EVALUATION OF PRESCHOOLERS1 Abstract: This article focuses on the results of an investigation about the „traffic light” method in kindergarten, which is used as a self-assessment method, a strategy by which the preschoolers evaluate their own progress in achieving the learning objectives, and the teacher obtains an immediate feedback regarding the level of understanding of the preschoolers during the activity. Formative assessment is the most effective because it comes from the learner's own initiative, developing its self-assessment capabilities. Self-assessment is not only a challenge for children, the teacher is also committed to the spirit of evaluation that develops and promotes children's autonomy, knowing not only what the child has to learn in the classroom, but also his own level of knowledge that he has. Key words: preschool, evaluation, self-assessment, traffic-light 1. Introduction Preschool is the period in children's lives when transformations, spectacular evolutions and accumulations take place in all aspects of their development. The central goal of preschool education is the holistic development of children, using a multidisciplinary approach that provides the basis for an independent and creative personality. One of the principles pursued by the Curriculum for Early Education is that of individualization, which implies that „the organization of activities to take into account the child's own pace of development, ensuring children's freedom to choose activities and tasks according to their needs” (2019, p. 5) . Children's self-assessment is the „key element” (Andrade & Valtcheva, 2009, p. 12) which complements this principle, giving both parents and teachers the opportunity to see what are their strengths in learning, but also the skills that need to be improved. 2. Theoretical approach to the problem 2.1. Evaluation, complex process Evaluation is a very important dimension of the educational process because it provides information about its quality and functionality,„is a process through which teachers and students gather, interpret, and use evidence of student learning”(Andrade & Brookhart, 2019, p. 2). According to Cucoș, it is „away of improvement ... an act integrated into the pedagogical activity”(2014, p. 420), using specific tools in the analysis of children's progress individually, but also in groups, appreciates the degree of achievement of the planned objectives and is an important component that allows decisions to be made both to improve, regulate and systematize the instructive-educational activity. 2.2. Self-assessment, a key element in formative assessment The heart of the triad teaching - learning - assessment, self-assessment is not just a sequence that concludes a teaching activity, but is a starting point in a dynamic (Opriș , 2011, p. 153) which trains children to reflect on the quality of their work, develops their motivation and perseverance, helps them 1 This paper was presented at the TDID Doctoral Students’ Conference, 14-16 May 2020. understand how to learn better, but also asks for help when they need it (Andrade, 2009, p. 13) . It is not done by simply adding a few assessment exercises to existing teaching, but by engaging them in their own learning (Black, Harrison, Lee, Marshal, & William, 2003, p.7) . There are many types of self-assessment, from simple and holistic techniques to complex and multidimensional analysis. Among the simple techniques, we mention the autonotation of one's own work by assigning smiley faces or stars, self-correction (according to certain criteria), traffic light, thumbs up / thumbs down, but also complex ones such as checklists (checklists), rubrics structured, reflective diary, concept map, triangles, scale, PMI diagram (plus, minus, interesting) . 2.3.„Traffic light” -a method of self-assessment of preschoolers The „traffic light” involves the use of colored cod

FAQs

What is the “traffic light” method used for in preschool settings?

It uses colored codes so preschoolers can assess their confidence in their work, while the teacher receives immediate feedback on children’s understanding during activities.

Why is self-assessment considered important in formative assessment?

Self-assessment is described as part of the teaching-learning-assessment triad that helps children reflect on the quality of their work, strengthens motivation and perseverance, and supports learning with help when needed.

How do children use the green, yellow, and red cards?

Green means they know and can do it themselves, yellow means they are not sure and have a question, and red means they do not understand and need help; children place the card matching their understanding so educators can guide next steps.

Oct 15, 2026

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