This self-study action research project set out to address the question: How can I give choice and responsibility to pupils in assessment of and for their learning to enhance pupil autonomy? Inspired by my core values of trust, responsibility and independence, I sought to enhance the way I conducted classroom assessment in my 6th class to allow pupils to take greater ownership of their learning. The initiative began by teaching the children the language of assessment and the vocabulary needed to discuss and reflect on their learning. The initiative took place over two cycles, each four weeks in length. The intervention focused on assessment in English and Mathematics lessons only. Teacher-chosen assessment tools were matched to each learning outcome in lessons during Cycle 1. In Cycle 2, the pupils were given the choice. Throughout the process, pupil reflection journals, circle time discussions and surveys were used to gain insight into the opinions and feelings of the children. Along with my own observations and reflections, this formed the basis of my findings. Three themes were identified: 1) the impact giving negative formative feedback to peers can have, 2) the importance of choice and 3) the role of communication and pupil involvement. I learned that pupils were hesitant to be honest with peer feedback due to their anticipation of how they would be perceived by others. I learned that choice is something which is easy to integrate into my daily practice. I learned that including pupils in the assessment process at all had a bigger positive impact on pupils than any other aspect of the intervention. Most of all, I learned that reflecting on my practice has helped me to become a better teacher, to enhance my practice and to give a true application my core values of trust, responsibility and independence.