In recent years, incorporating formative assessment into teaching and learning has been at the forefront of education. Formative assessment has become an integral component of Scottish education and faces scrutiny and constant re-evaluation. Formative assessment refers to the feedback during a learning process to evaluate his/her own practice (Martos-Garcia et al, 2017). Assessment is for learning (Aifl) was designed to enhance learning and teaching by using several different strategies. However, despite pupils being assessed through formative or summative means there appears to be very little focus on how pupils can self-assess and evaluate their own performance within a classroom environment. AifL correlates at large with the curriculum for excellence (CfE) by underpinning the need for self-assessment and engagement to contribute towards the holistic needs of the pupils. Applying AifL strategies within the classroom allows pupils to identify their strengths but also allows the pupil to reflect on their own learning experience and acknowledge areas within a lesson which they need more support (Brew et al, 2009). Additionally, this allows teachers to differentiate their lessons to match the needs of their learners and allows the transfer of responsibility from the teacher to the pupil (Building the Curriculum 2, 2007). As such, the intention of this professional enquiry is to analyse the effectiveness of ‘exit-passes’ as a method of formative assessment.
The aim of this enquiry is to evaluate the success of exit-passes and their impact on learning and teaching in the secondary geography classroom setting.