A key goal for educators in the 21st century is to ensure that assessment is an inclusive and responsive process. There has been a shift in the direction of assessment, with a significant focus upon formative assessment. The underlying principles of the ‘Assessment is For Learning’ strategy, which has been implemented in recent years by the Scottish Government, are that learners are actively involved within the assessment process (Scottish Government, 2006). Enhancing learner involvement in this process encourages a learner-teacher partnership resulting in shared responsibilities (Heritage, 2010). Exit passes have been used in this practitioner enquiry to provide learners with an opportunity to become involved in assessment. Here, learners engage in self-evaluation. Exit passes allow learners to construct reflective responses and communicate their next steps at the end of a lesson. Analysis of learners’ responses can facilitate change to classroom practice ensuring learners’ are provided with the adequate tools needed to achieve their next steps (Marzano, 2012). This acts as a useful method in providing educators with an understanding of learners’ perceptions of their own learning and progress.
Following discussion with other probationer teachers, the selection of this field of study was an area in which required further attention within practice. The selection of this area aimed to enhance understanding of effective formative assessment.
The aim of this practitioner enquiry project was to identify the potential impact that exit passes may have on informing learners’ next steps.