Pupil Self-Assessment

Pupil Self-Assessment Sheets

Designed to be completed at the start (baseline) and end of the 10-week unit. Comparing both gives powerful evidence of emotional growth. Two age tracks are provided: younger children (ages 4-7) with simpler language, and older children (ages 8-12) with CASEL-aligned competencies.

Select age track:

How Am I Doing With My Feelings?

Emotional Wellbeing Unit -- Ages 4-7 Self-Assessment

Name: ____________________

Date: ____________________

Class: ____________________

How to fill this in:

Read each sentence carefully. Think about how true it is for you RIGHT NOW. Colour in the stars or circle the number that matches best. Be honest -- there are no wrong answers!

1 = Not yet2 = A little bit3 = Sometimes4 = Most of the time5 = Always

Knowing My Feelings

Statement	1	2	3	4	5
I can say if I am happy, sad, angry, or scared
I know what makes me feel happy
I notice when my feelings change

Managing Big Feelings

Statement	1	2	3	4	5
When I feel cross, I try to calm down
I can take deep breaths when I feel upset
I keep trying even when things are hard

Being Kind to Others

Statement	1	2	3	4	5
I notice when my friends are sad
I try to be kind to everyone
I share and take turns

Talking and Listening

Statement	1	2	3	4	5
I can tell someone how I feel
I listen when my friends talk to me
I can say sorry when I need to

Making Good Choices

Statement	1	2	3	4	5
I think before I act
I know the difference between kind and unkind
I try to make safe choices

My Reflections

The emotional skill I am most proud of is:

One thing I want to get better at is:

Something I learned about myself during this unit:

My emotional goal for next term is:

Teacher Guidance

When to administer:

Complete at the start of Week 1 (baseline) and again at the end of Week 10 (summative). For younger children, read statements aloud and support them in circling their response.

How to use the data:

Compare baseline and end-of-unit scores to measure growth. A shift of 1+ point on any item indicates meaningful progress. Use the reflection questions to guide future goal-setting conversations.

Combining with teacher observations:

Cross-reference pupil self-ratings with your observation checklists. Where there is a mismatch (child rates themselves highly but you observe differently), this is a valuable conversation starter, not a conflict.

Reporting:

Use the Student Progress Report to combine self-assessment data with SEL scores into a single printable document for parents and senior leadership.