Assessment is for Learning (AifL) has become a vital part of learning and teaching. Both summative and formative assessments are necessary in assessing pupils’ progress and bridging the gaps in their learning. Bennett and Dunne (1992, cited in Pollard, 2008) highlights that formative assessments ensure that teachers are gaining information concerning their pupils to allow for future planning and therefore cater for the children’s needs more effectively as well as providing summaries in achievements and progress in monitoring and reporting (Scottish Government, 2011). Through the process of self-assessment, pupils become more reflective in their learning and allows the opportunity to improve and develop in their learning journey. Almuntasheri (2016) suggests that the use of assessment can be seen as crucial towards child development. Practitioners should ensure that children review work and can identify areas which children are not as confident in. Therefore, through the use of exit passes as part of a self-assessment, this will be the focus of the research.
The aim of this inquiry was to view the children’s feedback from lessons and help to adjust future lessons to meet the children’s needs and abilities. To do so, the children would be encouraged to use exit passes to assess their work at the end of Numeracy and Mathematics lessons.