Max Ellis


Clyde Valley High

  • Digital Learning: Pupil Engagement

In what way does changing the focus on an exit pass affect pupil engagement in Digital Learning?


The group’s rationale for choosing this area of teaching and learning was a result of a collective desire to measure pupil engagement in an online context. We have understood, through both experience and past research, that pupil voice is a key tool in developing practice (Flutter, J., 2007, Hopkins, E.A., 2008), and we wanted to explore this through online teaching. The transition to online teaching played a large part in the decision-making process and inspired a desire to test the possibility that the increase in responsibility for learning placed upon the pupil (Richardson, J.C. and Newby, T., 2006.) consequently increased engagement. In a face-to-face learning environment, one can take a holistic approach to gauging pupil understanding and enjoyment of the learning, but this is removed somewhat in an online context. Therefore, we endeavoured to use exit passes to close this gap between face to face online learning, and ensure and maintain levels of comprehension, which the use of exit passes has been proven to do (Hamdy, M.F. and Kalisah, L.M., 2020.). We decided to implement two separate focuses for these exit passes – one that focused on pupil understanding, and one that focused on pupil enjoyment of the lesson. This way we could measure, both numerically and by the nature of the responses, how well pupils engaged in the lesson, as well as whether they were more or less likely to complete the exit pass itself based on its content.


The intended aim was to simultaneously gauge the extent to which pupils were enjoying and understanding content in online lessons, and to see if the exit passes themselves were completed in greater numbers and to greater detail when they focused on pupil enjoyment or pupil understanding. The hope was that this would inform our future practice in both online and in-class contexts, and to further establish ourselves as reflective practitioners, which the use of exit passes has been proven to do (Leigh, S.R., 2012). Our hope was that this would give us an idea of whether pupils engaged with and were more open to answering questions about their own experience of the lesson, instead of questions that focused on the lesson itself.

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