Formative assessment is defined as a strategy and approach that is promoted by educational professionals to receive feedback from pupils which can allow them to change and develop the learning delivered in order to promote engagement during classroom lessons (Black & William 1998). GTCS (2012) states that a key role of an effective practitioner is to implement a range of formative assessment strategies which will help the pupils’ learning and improve their achievements. During our discussion, all group members collectively agreed that to improve engagement within their respective classrooms, children should self-assess using exit-passes. Scottish Policy believes in the importance of highlighting formative self-assessment as a key area that needed to be promoted to assist the children with their learning (Building the Curriculum 3, 2008). All members within the group, which consisted of Primary and Secondary practitioners, believed that exit passes in our classrooms would be an effective tool for Assessment for Learning (AIFL). Everyone in the group believed that this would be a valuable way of self-assessing which can be used in all stages from early to senior phase. Marzano (2012) believes there are four features to exit passes. These is self-assessment, teacher evaluation, formative assessment, and instructional strategy. The goal within the classroom is to raise engagement for all children, which is a need that must be met for all practitioners (Campbell et al, 2004). With this focus, the group started to investigate self-assessment within their own classroom.
The aim of this enquiry was to evaluate the impact of classroom exit passes as a method of self-assessment to engage children in their own learning. It looked to highlight if children can reflect on their own learning and self-asses accurately using such exit-passes.