Lockdown has resulted in some of the largest changes to education in modern times. The shift from the physical learning environment to the digital classroom has resulted in barriers for both pupils and educators alike. Recognising this, the group believes that the same emphasis should be placed upon assessment within the digital classroom to ensure that pupil understanding is not affected by potential barriers and that educators can continue to scaffold the correct learning journey of the young people within their subject area. At the forefront of this enquiry was the idea of the “flipped classroom” – a theory which challenges the shift towards interactive learning and how this can benefit pupil advancement (Tucker, 2012). Gilboy et al (2015) argue that the flipped classroom model allows for learners to be engaged not only during the lesson but that it provides much more scope for pupil led learning and therefore as a consequence, the opportunity for continued assessment. Black and Wiliam’s (1998) advocate the importance of asking questions within the classroom environment which they argue, when done correctly, should result in students entering a period of self-reflection centred upon their learning. Fletcher-Wood (2016) reinforces the view of Black and Wiliam’s (1998) advocating that continued periods of assessment are a vital tools for educators in terms of planning the structure of their lessons and that resources such as an “exit pass” help to answer what he believes to be the most important question of all, what did the students learn?
This enquiry aims to explore and evaluate what happens when Microsoft Forms is used as a formative assessment tool within the digital learning environment.