This practitioner enquiry was carried out as a small-scale study within the classroom. As a group, it was identified that our pupils do not take much responsibility for their learning. We believed that if we incorporated a type of self-assessment in the form of an exit pass then it would increase pupil motivation and encourage pupils to be more responsible for their learning. It is evident in the Curriculum for Excellence that self-assessment is a vital part of learning and teaching (The Scottish Government, 2011). Black and Wiliam (1998) argue that formative assessment is at the heart of effective teaching. Marzano (2012) states that exit passes are used by many teachers due to their positive influence on pupils and their ease of use during classroom instruction. It was decided that exit passes would be a suitable method of formative assessment for pupils based on these findings and as they are anonymous and can easily be incorporated into the end of a lesson.
The purpose of this practitioner enquiry was to find out if using exit passes in my science class had an impact on pupil learning. The exit passes used in this enquiry were in the form of an emoji ticket. At the end of each lessons, pupils were given five minutes to pick an emoji to sum up how they felt about the lesson and answer a few questions about the lesson. The success criteria were presented at the end of the lesson to help pupils complete the questions and for teachers to see how well their pupils have met and understood the learning intentions.