Black and William (1998) defined formative assessment as activities and approaches promoted by educational professionals to provide feedback which will allow the children to create changes and develop their learning and engagement throughout classrooms lessons. Assessment places a large influence on learning as it allows professionals to measure and record what a child already knows, what they have learned and the next steps that need to be put into place to increase learning and development. Assessment also displays how children view themselves as learners and their attitudes towards learning. The process of assessment will therefore allow educators to observe children’s comfort and confidence throughout different areas of the curriculum (Pollard, 2014). According to Bennett (2011) formative assessment, commonly known as assessment for learning (AfL) or assessment is for learning (AiFL), is a process where learning is evaluated, and feedback is constantly given in different forms to encourage a learner to enhance their learning and performance. However, Dweck (2006 cited in Pollard, 2014) stated that learning should focus upon quality rather than quantity as this will enable children to develop a growth mindset rather than a performance mindset and will reduce the occurrence of a fixed mindset. Formative assessment provides an insight into children’s understanding and this enables practitioners to offer appropriate support and challenge where it is required (Clarke, 2014).
The aim of this enquiry was to provide children with the opportunity to engage in self- assessment through the introduction of exit passes. Also, to allow children to review and evaluate their own learning in order to identify areas for development, where further support is required, and next steps.