Assessment is an integral part of teaching which should help support children’s learning (Building the Curriculum 5, 2010). Through academic reading and experience it is clear just how great a benefit self-assessment in particular can have on a child’s school experience. Using self-assessment techniques gives children the opportunity to express what they themselves think are their own strengths and weaknesses. In turn, this can allow for children to feel prouder and more confident about their work and their accomplishments as they themselves can see the improvements (Towler & Broadfoot, 1992). Therefore, it was crucial that a form of self-assessment was carried out during remote learning.
Teachers under the Standard of Provisional Registration are expected to “enable all learners to engage in self-evaluation… to benefit learning” (General Teaching Council of Scotland, 2012). To help achieve this, a new self-assessment strategy was introduced to the class in the form of an exit pass. Exit passes as a self-assesment tool can be said to allow children to think for themselves and give their own thoughts and ideas in their own terms (Leigh, S.R., 2012). In addition, it is a quick method to have the children reflect and summarise what they have learnt in their own words (Permata, N., Sutiyono, A. and Nurchurifiani, E., 2019).
With these findings, and the aim for reaching Full Registration with the General Teaching Council of Scotland, the practitioner group decided to carry out research within our own class’ focussing on self-assessment. Exit slips as mentioned above were opted for in the hope of assisting with formative assessment, further planning and allow pupils to self-reflect on their learning.
The aim of this enquiry is to identify what happens when exit passes are introduced during remote learning. The enquiry explored the impact this had on teaching and learning.