A key role of an effective classroom teacher is to implement a range of formative assessment strategies to support pupils learning and improve pupil achievement (GTC 2012). Such methods can include exit passes which allow teachers to quickly assess pupil’s progress and as a result, teachers can reflect and adapt their practice to better meet the needs of pupils. Exit passes also encourage pupils to take responsibility of their own learning and self asses their efforts within the classroom (Wiliam 2008). It is with this reason the professional enquiry was conducted.
The aim of the enquiry was to explore the use of exit passes and their effect on children’s learning in the classroom environment.