Assessment is a vital step for successful teaching and learning and there has been a lot of research into the relative impacts of formative and summative assessment. In particular, formative assessment has been proven to be beneficial as it allows practitioners to monitor what the pupil already knows, what they have learned and what their next steps are. Formative assessment comprises of a range of approaches undertaken by teachers and pupils to acquire information for tracking learning progress. A variety of strategies are implemented to provide high-quality feedback to learners and to inform teachers of the support needed to facilitate future learning. It is an important part of the learning process as it builds self-awareness on the part of pupils and the ability to reflect on their own learning. Black and Wiliam (1998) argue that to ensure that practitioners effectively support learners, the learners must take ownership of their own learning. This includes the ability to communicate their strengths and identify those aspects that they find more challenging. Research suggests that when the children and young people do take ownership of their own learning, they begin to use their initiative, ask their own questions and investigate to find answers (Brooks & Brooks, 1993). These skills make an important contribution to an individual’s lifelong learning process that The Scottish Government has prioritised in Building the Curriculum 5 (2011).
The aim of this enquiry was to investigate the use of exit passes as a self-assessment tool for teaching and learning.