The unmistakable yes and this was based on

The history of research in
peer and self-assessment in the classroom can be found in the 1998 article of
‘Inside the Black Box’. Black and Wiliam raised awareness for teachers
indicating that by improving formative assessment it will raise the improvement
of students’ achievements. After five years Black and Wiliam revisited ‘Inside
the Black Box’ and did more research with a cohort of other researchers and it
was here that the birth of The Kings-Medway-Oxfordshire Formative Assessment
Project (KMOFAP) happened. The article that followed this research was ‘Working
Inside the Black Box’. One of the main questions asked was if there was
evidence to support that by improving formative assessment did it raise
standards? The answer to this was an unmistakable yes and this was based on
reviews of evidence that was published in a over two hundred and fifty other
articles from other researches across the world. 1(Black, Wiliam 1998, p.1) Black and Wiliam also seen that formative
assessment in the classroom had room for improvement. Methods and strategies in
the classroom used by teachers were still not as effective as they should be.
For some students, grading highlighted some competition and assessment feedback
could often have a negative impact, allowing students to believe that they lack
the ability to learn. I believe that these issues can be traced back to the
effective use or ‘non-effective’ use of formative assessment through peer and
self-assessment in the classroom. This is an issue that can be eliminated with
training, not only for the teachers on how to use formative assessment in their
lessons but for the students from the very beginning of not just secondary but
in KS2 also. I found that regarding this article I was able to connect with
what Black and Wiliam had wrote on their research about peer and
self-assessment in the classroom. As a teacher of religion, I am very
passionate about peer and self-assessment as it allows students to acknowledge
their own opinions and others and have a growth mindset with maturity and
respect all round. I feel it is a very important part of their learning within
this subject.

begin to develop and overview of that work that allows them to manage and
control it for themselves. In other words, students are developing the capacity
to work at a metacognitive level. In practice, peer-assessment turns out to be
and important compliment to self-assessment. Peer-assessment is uniquely
valuable because students may accept criticisms of their work from one another
that they would not take seriously if the remarks were offered by a teacher.
Peer work is also valuable because interchange will be in language that
students themselves naturally use and because students learn by taking the
roles of teachers and examiners of other. 2(Black, Wiliam, 2001)

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After reading this article I
feel that this quote summarises the findings of my investigation to be true.
Through peer and self-assessment, a student can progress in their learning and
have a better understanding of the subject and what they want to get out of
their learning. Our whole lives we are getting peer-assessed by our parents,
friends, managers, teachers etc and always self-reflecting. At such a young age
I feel setting students up to understand how to self-reflect and assess will
allow them to have a growth mindset and thrive and develop in all that they
fail on and achieve in their life.

Black, Wiliam, 1998, p.1

Black, Wiliam, 2001, p.14