Formative assessment is an essential part of assessing pupils’ learning and understanding. Wiliam (2018) believes that formative assessment encourages us as teachers to take constant readings of our learners’ achievements. Allowing us to make adjustments. As Wiliam (2018) states that assessment is the bridge between teaching and learning. Formative assessment produces significant and often substantial learning gains, from 5 years old to university level, (Black and Wiliam 2005). Moreover, if formative assessment is actively used not only does this improve pupils’ learning is also improves future teaching. Fletcher-Woods (2019) states that exit passes are simple but powerful, a short quick task which shows how well all learners have understood the learning criteria set for particular lessons. Not only that this is providing our young learners with an essential tool to reflect on their own learning, acknowledging their individual strengths as well as areas where more support is needed. Gravells (2012) states that assessment planning should be inclusive to all learners, and always specific, measurable, achievable, realistic and time-bound.
The aim of this enquiry was to evaluate the effectiveness of exit passes as a self-evaluation tool in the classroom when used as protocol at the end of each lesson to check learners’ achievement of the day’s topic.