Based on individual experiences, the group collectively identified pupil motivation and competence in self-analysis as areas which could be greatly improved, in both the primary and secondary classroom. The Scottish Government has outlined the importance of pupils reflecting on their own learning, through formative assessment and self and peer assessment (Building the Curriculum 3, 2008) and, similarly, Black and Wiliam (1998) also promote formative assessment as a vehicle for enhancing learner motivation. It was agreed that since exit passes provide a simple method of gathering pupil responses and also allow some flexibility for creating engaging materials, this technique would be the focus of the enquiry. Furthermore, Marzano (2012) outlines four different constructs for exit passes: formative assessment, self-assessment, teacher evaluation and instructional strategy evaluation. As a result, I wanted my own enquiry to explore the impact of these distinct exit passes on pupils and to examine whether any of these aid pupil motivation or competency in self-assessment to any extent.
This investigation aims to explore and evaluate the advantages of exit passes on pupil learning in the secondary English classroom.