Assessment is a fundamental part of the learning cycle. In its most basic form, assessment is the collection of information from activities, both by teachers and students themselves, that provides feedback about performance (Harrison & Howard, 2009). Assessment enables educators to monitor student progress and, when used correctly, plan according. What separates formative assessment from other assessments, is that this information is then used to adapt teaching to meet student needs (Black, 1998). Simply put, for assessment to be formative, the feedback must be central in driving the learning forward.
Implementing formative assessment strategies within the classroom affords opportunities for students to reflect on their individual learning experiences, identify their strengths, as well as target areas that would benefit from support (Brew et al, 2009). Educators are then able to responsively plan their lessons to match the needs of their learners and promotes the ownership of learning to come from the student (Building the Curriculum 2, 2007).
Putting students at the centre of the learning process cultivates an environment where increased ownership of learning takes places. One such tool that has the potential to achieve this is exit passes. Exit passes, post-leaning check-ins, are useful instruments in effectively gathering formative assessment information (William, 2011). Further, exit passes provide the opportunity for student reflection on their individual learning, which promotes ownership of learning. As the utilisation of quality assessment systems continues to hold importance in Scottish education (Building the Curriculum 5, 2011), the student views on the value exit passes hold on their learning is the focus of this inquiry.
The aim of this enquiry was to evaluate the success of exit-passes and their impact on learning and teaching in the primary classroom setting.