Supporting the transition between primary and secondary education by early training of reflective and planning skills for primary school pupils by means of formative assessments.

The goal of this project is to ease the transition from primary to secondary education by improving students’ metacognitive skills, particularly reflective and planning skills, by means of formative assessment. Research largely describes the various opportunities with which different assessment formats support reflective and planning skills and the learning process. Mainly in higher and secondary education, these assessments are already being used. The question is whether these skills can also be taught in primary school and which assessment forms should be used in primary schools to develop and stimulate these skills optimally.

Structural reflection and planning skills are not part of the curriculum of primary education. In secondary school, however, there is a great appeal on these skills to improve responsibility and self-guidance in learning. The gap between demands on students' learning skills in primary and secondary education may be closed by giving attention to these skills in the final stage of primary education. In the proposed project it will be examined whether reflective and planning skills can already be learned in primary school, which method has best effect and whether and how these skills transfer and are maintained in secondary education.