High quality assessment is imperative to successful learning and teaching. Formative assessment strategies, in particular, have been found to have a hugely positive impact on children’s learning, as a result of teachers’ planning assessment alongside lessons and using results to inform future planning (Wiliam, 2011).
Self-assessment is an aspect of classroom practice that is beneficial to both teachers and learners. This is supported by (Black and Wiliam, 1998), who explain that in order for teachers to adequately support learners, the learners must accept responsibility for part of their own learning, including making the teacher aware of how they are coping with their tasks and what aspects they are finding challenging. Exit passes are a means of self- assessment that could successfully support children’s development of effective and accurate self-evaluation skills. During this investigation, evidence was gathered and compared across a variety of stages and ability level, from Primary 2 to S1. The evidence was then critically reflected upon and the desired outcome of improvement of learning experiences for children in our care would be reached. Donaldson (2011) urges that practitioner enquiry is ‘the way forward’ in improving both teacher learning and pupil experiences by utilising evidenced- based research, therefore this approach is an excellent way to investigate exit passes being used as a self-assessment tool.
The aim of this inquiry was to explore the use of exit passes and view the children’s feedback on their performance. This will help to adjust future lessons to meet the children’s needs and abilities. In order to do so, the children were encouraged to use exit passes to assess their learning at the end of literacy lessons and identify areas for improvement during subsequent lessons.