The history of research inpeer and self-assessment in the classroom can be found in the 1998 article of’Inside the Black Box’. Black and Wiliam raised awareness for teachersindicating that by improving formative assessment it will raise the improvementof students’ achievements. After five years Black and Wiliam revisited ‘Insidethe Black Box’ and did more research with a cohort of other researchers and itwas here that the birth of The Kings-Medway-Oxfordshire Formative AssessmentProject (KMOFAP) happened.
The article that followed this research was ‘WorkingInside the Black Box’. One of the main questions asked was if there wasevidence to support that by improving formative assessment did it raisestandards? The answer to this was an unmistakable yes and this was based onreviews of evidence that was published in a over two hundred and fifty otherarticles from other researches across the world. 1(Black, Wiliam 1998, p.1) Black and Wiliam also seen that formativeassessment in the classroom had room for improvement. Methods and strategies inthe classroom used by teachers were still not as effective as they should be.For some students, grading highlighted some competition and assessment feedbackcould often have a negative impact, allowing students to believe that they lackthe ability to learn.
I believe that these issues can be traced back to theeffective use or ‘non-effective’ use of formative assessment through peer andself-assessment in the classroom. This is an issue that can be eliminated withtraining, not only for the teachers on how to use formative assessment in theirlessons but for the students from the very beginning of not just secondary butin KS2 also. I found that regarding this article I was able to connect withwhat Black and Wiliam had wrote on their research about peer andself-assessment in the classroom. As a teacher of religion, I am verypassionate about peer and self-assessment as it allows students to acknowledgetheir own opinions and others and have a growth mindset with maturity andrespect all round. I feel it is a very important part of their learning withinthis subject.Studentsbegin to develop and overview of that work that allows them to manage andcontrol it for themselves. In other words, students are developing the capacityto work at a metacognitive level.
In practice, peer-assessment turns out to beand important compliment to self-assessment. Peer-assessment is uniquelyvaluable because students may accept criticisms of their work from one anotherthat they would not take seriously if the remarks were offered by a teacher.Peer work is also valuable because interchange will be in language thatstudents themselves naturally use and because students learn by taking theroles of teachers and examiners of other. 2(Black, Wiliam, 2001)After reading this article Ifeel that this quote summarises the findings of my investigation to be true.
Through peer and self-assessment, a student can progress in their learning andhave a better understanding of the subject and what they want to get out oftheir learning. Our whole lives we are getting peer-assessed by our parents,friends, managers, teachers etc and always self-reflecting. At such a young ageI feel setting students up to understand how to self-reflect and assess willallow them to have a growth mindset and thrive and develop in all that theyfail on and achieve in their life. 1Black, Wiliam, 1998, p.12Black, Wiliam, 2001, p.14