Hello Colleagues, I'm wondering how many of us use "Tickets out the Door" to formatively assess students' learning at the end of class. Leslie Grahn discusses how these tickets can serve as important data to guide our instruction in the next class http://mflamd.org/2014/01/a-ticket-out-the-door/. We can sort the exit tickets to determine which students met the objectives and which ones need more support. During the next class, we can structure small group activities to ensure all students achieve the lesson objectives.
On her blog, Grahn also links to a list of exit ticket prompts that are categorized based on the skills the teacher wants to emphasize http://letthedatabeyourguide.wikispaces.com/Exit+Slip+Prompts. For example, in the category of Application, a teach might give the following prompt: "Discuss how today's lesson could be applied in the real world." For Evaluation related to a reading assignment, the teacher could ask the student to "Select a quote from your reading that you feel is worthy of some discussion, and on the back of the card briefly mention why."
How do you see Tickets out the Door being useful in your teaching? Have you used the results of exit tickets to guide your planning in the next class? Do you think certain subject areas lend themselves more naturally to the use of exit tickets than others?
Please share your thoughts and ideas with your colleagues here!
Susan, Moderator Assessment CoP
Thank you for sharing! Leslie Grahn's blog is an excellent resource for instructors. I plan to share the "ticket out the door" and "exit ticket" concepts in my training sessions.
I think that it is an excellent tool to use. I plan to share this with my staff to use as an informal assessment. It is a great way to measure understanding.
Thank you for sharing.
Hi Jody and Lynn and all, At the end of each class I always summarize our learning objectives and ask students "What did you learn today?" I often do this as an open conversation, which-- I think is done too quickly without giving students time to really reflect. Yesterday, I asked each individual student to respond to the question in a round. Since there were only 11 students in the class, it didn't take too long, and it was helpful to hear what stood out to each individual.
In the past, I have used written "tickets out the door," and II like the idea of having students write in response to a specific prompt. I am definitely going to incorporate this idea in my teaching. I think I will start next week!
It would be great to hear how others use this particular strategy or other strategies that give students time to reflect on what they learned as well as what questions remain for them about the lesson's content and learning objectives.
Moderator, Assessment CoP
HI, Susan and all.
I like using "Exit Tickets" when I give trainings. Usually I do it in the form of a sentence stem completion, where participants finish starters such as
The three things I will remember today include...
I still need more information about...
Something I wil definitely try out in my cllassroom is...
The info can be quite surprising. Sometimes I just have the participants finish the sentences on post-its and put them up on flip chart paper. That way they all get to have a voice, and they don't feel they have to be so worried about my feelings. I think they are more truthful. . And I quickly get to see what they are taking away from the training, pretty much on the spot. Really, for teaching and for training both, the more feedback, and the more timely the feedback, the better.
Hi Miriam and all, I love the idea of using sticky notes on a poster to collect data on what was learned, what stood out, and/or what questions remain after a training event. I agree that the same tools can be used in the classroom. As you point out, Miriam, when sticky notes are placed on a poster, learners can remain anonymous (if they choose) and everyone gets the benefit of seeing the comments. This would be a great way to start a follow up conversation in the next class to reinforce or clarify what was learned or to plan a follow up lesson to address remaining questions.
Moderator, Assessment CoP