Throughout my practice, I have noticed that pupils do not take as much of a responsibility for their own learning as we would like. Black and William (1998) argue that formative assessment is at the forefront of teaching effectively. Curriculum for Excellence also evidences formative assessment being an effective and crucial part of teaching and learning. With this in mind, we, as a group, decided to study the use of exit passes in the classroom. We wanted to see if they had a positive impact on teaching and learning and if they allowed pupils to take more of a responsibility in their own learning – particularly by allowing themselves to identify how to improve. We also wanted to see if exit passes gave pupils an opportunity give feedback on the lesson and if we, as practitioners, could make use of that feedback, in conjunction with our own lesson reflection, in order to improve on lessons further. The points above led us to choosing exit passes, as they are a quick and easy way of using formative assessment and can also be integrated into a lesson, with full anonymity.
The purpose of this practitioner enquiry was to find out if using exit passes as a formative assessment and self-assessment tool had a positive impact on teaching and learning – allowing pupils to self-evaluate and if the teacher could use the feedback to enhance the lessons further.