Meeting the needs of all learners is vital in supporting all pupils to reach their full potential. Building the Curriculum 4 states that ‘effective assessment helps to provide an emerging picture of progress and achievement for all learners as they develop the knowledge, skills and attributes that underpin the four capacities.’ William (2011) highlights that formative assessment should allow all learners to compare their work with the intended learning and evaluate their achievement. William (2011) suggests that teachers use the feedback from pupils through formative assessment to adjust their teaching which will lead to better quality learning and teaching and support educational achievement of all pupils. Preddy (2008) agrees that formative assessment strategies can be useful in identifying the pupils who are the most enthusiastic and those who feel discouraged by their learning. Preddy is a firm believer that plenaries are an invaluable form of Assessment for Learning and using strategies such as exit passes allows teachers to gain a better insight into the pupils’ views.
Teachers must be reflective practitioners to make decisions about the next steps for learning Sing (2017). Sing highlights that plenaries, including exit passes, are an opportunity for teachers to assess whether or not the desired learning has taken place. McLean (2003) agrees, stating that it is important that teachers have the opportunity to self-reflect. One might suggest that to engage our pupils we should examine our own practise through the assessment and views of the children.
Landsman, Moore, and Simmons (2008) state that when students have a written task as a plenary, they are more likely to be more diligent and engaged during the class. They argue that Exit Passes are a strategy that allow teachers to respond in the present rather than at the end of a unit or term test. Preddy (2008) agrees that for teacher to be able to meet the needs of all learners the assessment should not be left to a one-time summative assessment.
An emerging theme became clear through the research gathered by my practitioner enquiry group that the implementation of formative assessment methods, is the responsibility of the teacher, as a leader of learning, to provide their learners with meaningful and engaging opportunities to evaluate the progress of their own learning. Evaluation that for teachers should be used to determine the direction in which further learning. and teaching will take.
To explore how pupils give feedback on an online platform.
To identify if pupil feedback is a reflection of the work produced.
To inform our teaching and how we can adapt it to suit the needs of our learners.