Black and William (1998) define assessment as the activities that both teachers and pupils take part in to retrieve information that can be used to alter the direction of learning and teaching. Boston (2002) supports this by stating that formative assessment is closely linked with instructional practices and teachers must be aware of how their classroom activities allow their pupils to communicate what they know and what they don’t know and use this to improve their learning and teaching.
Building the Curriculum 3 states that in order for teachers to encourage learning, all learners should have involvement in reflection of their own learning through platforms such as formative assessment (Scottish Government, 2008). It is clear that an emerging theme, surrounding the implementation of formative assessment methods, is that it is the responsibility of the teacher, as a leader of learning, to provide their learners with meaningful and engaging opportunities to evaluate the progress of their own learning. Evaluation that can ultimately be used to determine the direction in which further learning and teaching will take.
Ozan and Kincal (2017) state that formative assessment practices such as: group work, quizzes, rewards, self and peer assessment are beneficial to learners as they correlate with increased levels of attainment and participation in lessons. Therefore, it is for that reason that this enquiry will take place as it has the potential to impact the wider areas of learning and teaching practice, as well as self-reflection. This enquiry will examine how useful exit passes are in the promotion and facilitation of self-reflection for learning.
The aim of this enquiry is to investigate the effect of using exit passes, within a secondary music classroom, as a platform for formative assessment on the pupils’ own learning and evaluating the next steps of their learning.