Teaching in society today, which is consumed with rapid ongoing change, it is expected that practitioners meet the demands of teaching and raise pupils’ achievement levels (Campbell et al, 2004; GTCS 2012). With inclusion at the forefront of Scottish Education (Education Scotland, onlinea), practitioners must take the appropriate steps, ensuring that all children are equally supported. Formative assessment is considerably recognised as a significant factor in raising pupil achievement across the curriculum with policy theory and research addressing the many benefits that come with this form of assessing learners today. Benefits include: pupils being involved and taking ownership of their own learning process; it provides a focus on how pupils learn; it can be the drive for motivation amongst learners and promotes self-understanding by working with teachers to identify their next steps (Black and William, 1998; Pollard, 2008; Clarke 2008; Scottish Government, 2011). Moreover, formative assessment and the constructivist model go hand in hand meaning “the learner is responsible for the learning and the construction of knowledge, through cooperative situations, open-ended questioning, discussion and discovery learning set in meaningful contexts” (Clarke 2003:5).
The aim of this enquiry was to explore the use of exit passes and their effect on children’s learning in the classroom environment.