ABSTRACT
The research review by Paul Black and Dylan Wiliam (1998) referred to in Module 6 found many studies that indicated the value, in the context of formative assessment, of helping children to assess their own work. At the same time they recognised some of the obstacles to the wider implementation of this practice:
Many of the successful innovations have developed self-and peerassessment by pupils as ways of enhancing formative assessment, and such work has achieved some success with pupils from age five upwards. This link with formative assessment is not an accident – it is indeed inevitable.
