.4 AutobiographyI attended a large Catholic secondary school for girls in Enfield in north London. When selecting schools, it was never my first preference, but more under parental influence and following the routine of my two older siblings. Nonetheless, I was extremely excited and eager to start high school to finally join my super cool older sisters at school. For many years, I spent most of my younger childhood listening to their conversations about the fun experiences they shared with their friends at school. school. I felt like I would do anything to share those same experiences. Preparing for my first day of high school has been exhilarating. I had painted all these wonderful, radiant, vivid expectations for many years of how I thought it would be. On the morning of my first day, I got out of bed, bright and early, and packed my school bag with all the new, sparkly, labeled stationery supplies that I couldn't wait to finally use; while being bombarded with information about what not to do at school from my two older sisters. The day has finally arrived. My parents dropped me and my two sisters off at the big brass doors, where she said goodbye. I had a smile that stretched from ear to ear as I walked into school with my sisters. I quickly became intimidated by the fact that my enthusiasm and development over the years had more to do with integrating with my sisters than enjoying the benefits of starting a new school. These experiences are vivid enough for me to recognize and identify with students who are experiencing the same feelings through a key life cycle transition, both inside and outside of school (Pianta and Cox 1999), particularly when taking formal national summative tests (CAT tests). during the first weeks of ...... middle of article ...... and Sass 2013)1.5 Conclusion: The importance of strong assessment for learning and teacher support was the primary driving force in shaping and sustaining my own growth intellectually and emotionally (Stiggins, 2002). Following my previous difficulties accessing assessment (Toping, 2009) during secondary education and my inability to naturally make instinctive correlations with self-assessment to improve (Bell and Cowie, 2001 ), intrigued me and wanted to find methods to fill this area. and developing my own personal practice and work to enable all students to realize their full potential in design and technology at Key Stage 3 (Black and William, 1998). My own personal experiences will undoubtedly influence my own judgments. I will therefore admit my own bias and attempt to consciously adopt an objective point of view through this planned research..