The Curriculum for Excellence calls for teachers to encourage pupils to be active in their own learning, to become ‘successful learners’, who are equipped with the necessary skills for learning, life and work (Curriculum for Excellence, nd). According to assessment scholar, Dylan William, self-assessment is a direct way of achieving this (William, 2018). Since the Assessment is For Learning development programme was introduced in 2002, self-assessment has become a vital tool in classrooms all over Scotland as it encourages pupils to be actively involved in their own learning and allows them to gain a deeper understanding of how assessment works. In Building the Curriculum 5, Education Scotland states that ‘learners do well when engaging fully in their learning, collaborating in planning and reviewing their progress’ (Education Scotland, 2011, p.19). This research project aims to investigate the impact of using exit passes as a tool for self-assessment in an S2 Drama classroom. A group of probationer teachers agreed to trial exit passes in their classrooms and compare their findings to discover if exit passes had a positive impact on the achievement and self-assessment of their pupils.
This practitioner enquiry aims to investigate the impact of using exit passes as a tool for self-assessment over a period of four weeks in an S2 Drama classroom.