Ryan Sweeney

History

Greenfaulds High

  • Digital Learning: Formative Assessment

Using online exit passes to raise attainment through self-assessment

Rationale

Formative assessment is a key aspect found in a positive classroom environment. Black and William (2008) state that if teachers want a higher standard of achievement in education then assessment is the way to do this. Dylan Williams (2018) highlights the usefulness of formative assessment stating that it is important to make sure the learning is going in the correct direction and adapt it if need be. He continues that it is important not to go through all the material and then ask the pupils if they have understood it all. Ultimately by using formative assessment the teacher is able to gauge where the pupils are in their learning and fix it right away (or the next lesson), instead of waiting until a summative assessment to discover this issue.

Landsman, J., Moore, T., & Simmons, R. (2008) state that pupils are more likely to stay engaged at the end of the lesson if they have a concrete task to complete. This will allow the pupils to continue working and not be distracted due to plenaries that they deem as ‘pointless’. Exit passes are an easy but efficient way to formatively assess the pupils, but also keep their minds engaged towards the end of the lesson. Preddy (2008) also supports the use of exit passes as formative assessment. She believes that the use of exit passes allows the teacher to understand what each person has taken from the lesson and how they feel about the content. This can be something as simple as they have found that the student is coping or perhaps that they are discouraged and confused by the content and need some support. Fletcher-Wood (2016) supports this view stating that using exit passes to assess and plan is ‘The tuning fork of teaching’.

Aims

The aim of this enquiry was to evaluate online exit passes to raise attainment through self- assessment. The focus of this enquiry was how much of an impact could exit passes have in the digital classroom. This focus was due to current educational circumstances and posed the question: ‘were pupils still able to conscientiously assess their work despite the lack of teacher presence?’ This would allow for pupils to engage with the content and possibly raise attainment. This enquiry was based on research from both the pupil’s and teacher’s perspective.

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