Formative assessment is concerns how judgements about the quality of student responses (performances, pieces, or works) can be used to shape and improve the student’s learning in the classroom (Sadler, 1989). It is used to provide feedback and correctives at each stage of the teaching-learning process (Wiliam, 2010).
Many strategies have been implemented into the classroom to assist in pupil assessment such as observation, question and answer, group discussions, workstations, quizzes, exit passes and debates (Laveault and Allal, 2016).
This small scale enquiry represents what effect exit passes has on a learner in an S2 Music class. Assessing progress in the classroom is a vital part of teaching and learning. This is especially important for a pupil to be able to reflect on their learning and understand what their next steps of their education is. Exit passes could provide a discreet and communicative means of pupil self-evaluation, allowing pupils to self- evaluate and reflect upon their learning (William, 2010). As said, this is extremely beneficial for a pupil to reflect on what they have learned and the information collated from a class is therefore very valuable to the teacher to improve overall learning. This is supported by Black and Wiliam (1998) who state that once the teacher has established how the pupil is progressing then it is their responsibility to give the next steps in their learning.
Formative assessment has many positive outcomes which is why I have undertaken a practitioner enquiry based around exit passes to determine what impact this has on learning in the classroom.
This enquiry aims to investigate the effect using exit passes has on the teaching and learning in an s2 Music class over a number or weeks.