Assessment for learning (AfL) is a tool that has been advocated by many educational researchers (Black & Wiliam, 2009, Black & Wiliam, 1998). There are a variety of ways in which assessment for learning can be used. One of these promoted by some researchers is formative assessment (Martos-Garcia et al, 2017). The use of formative assessment within an educational setting is something that can prove to be a pivotal method in the development of a child (Almuntasheri, 2016). Formative assessment is that which takes place during the learning process and allows feedback from its own practice (Martos-Garcia et al, 2017). It shows the strong and weak points of each individual based on their own answers and reflections of the learning process (Brew et al, 2009).
The school setting in which I carried out this research is one which its pupils come from a wide range of socio-economic backgrounds. The school is situated in North Lanarkshire and has approximately 1000 pupils from various races and who follow many differing religions. As a probationer teacher I recognise the importance of self-evaluation of lessons in order to positively impact on the learning of pupils. I aim to use the information gathered through this investigation to develop my knowledge of assessment is for learning and enhance my future teaching practice.
Aims of this investigation are circulated around the idea that in order for formative assessment to be effective, teachers must evaluate their own teaching and lessons based on the answers given by pupils in the formative assessment task. Teachers must look to critique every lesson they deliver and consider answers given by pupils when assessing if the relevant knowledge has been taken in by the pupils. Therefor this investigation aims to assess; what is the impact on teaching and learning when children use an exit pass?