Our group discussed potential obstacles and individual experiences within the classroom. It became evident that self-assessment could be improved. Due to the flexibility of exit passes as a form of self-assessment, we decided to investigate the purpose of exit passes and their usefulness in informing learner’s next steps within taught writing.
The purpose of assessment is to “support learning that develops the knowledge and understanding, skills, attributes and capabilities which contribute to the four capacities” (Bulding the Currciulum 5). Assessment is for Learning places the child at the centre of their learning journey and allows ownership and responsibility in creating next steps (Hayward and Spencer, 2014). Curriculum for Excellence supports the critical use of formative assessment in supporting learners and enhancing their progress (Building the Curriculum 5). Formative assessment is an integral part of daily teaching and effective formative assessment should lead to enhancing quality learning and teaching. The use of formative assessment incorporates sharing learning goals with pupils and providing them with effective feedback, informing them on how to achieve their goals (Black and Wiliam, 1998). Effective ongoing assessment is about establishing where children are in their learning, where they’re going and how they will get there. The central purpose of assessment is to support learning and this is best achieved when learners are self-reflective and know their next steps in their learning journey.
The central aim of this enquiry was to investigate the impact of exit passes as a form of formative assessment in taught writing. This enquiry also aimed to include pupil voice and asked learners to reflect on the use of exit passes within the classroom.