Exit Ticket

How to do this

This activity is designed to elicit student feedback on the session and to help them reflect on their learning. 

Preparation

• An exit ticket is a quick quiz to gauge students’ understanding of the lesson, so you can use a range of question types. Some popular ways of creating exit tickets include short answer questions, prompts or multiple-choice questions.
• Exit tickets should be related to learning or session objectives.
• Create an exit poll using Mentimeter or an exit form using Microsoft Forms.
• Add the exit slip as one of the items in the related modules in Canvas.

Task

• At the end of the class, ask students to log in to Canvas and access exit tickets from the module section, or inform where the exit tickets are located in their subject sites in Canvas. 
• Ask students to complete the task. 
• Answer any questions that they may have about the exit tickets. 

After the task

• After most students have responded to the exit tickets, check for patterns in the feedback. 
• Consider feedback about teaching or classroom activities from the perspective of students’ learning needs. 
• Discuss with students how you have incorporated their feedback in their upcoming lessons to enable increased ownership of learning activities. 

What tools can you use?

The following technologies in this activity are supported by UTS:

• Canvas quiz 
• Microsoft Forms
• Mentimeter

When and where to use

This activity can be used at the conclusion of almost any session, module, lecture, tutorial, workshop or lab work.

How long will it take?

What research tells us

As a formative assessment strategy, exit tickets provide students with a safe space to give feedback to the instructor. For teachers, they help to gauge student learning, identify students’ learning needs and change teaching strategies to address the identified learning needs (Black and William, 1998). Longitudinal research on the use of exit tickets demonstrated that they contributed to better learning and provided opportunities for teachers to hear student voices (Amaro-Imenez, Hungerford-Kressser & Pole, 2016). They can provide immediacy to classroom interactions, resulting in enhanced ownership of teaching and learning activities (Amaro-Imenez et al., 2016).

References

• Amaro-Imenez, C., Hungerford-Kressser, H.,  & Pole, K. (2016). Teaching with a technological twist: Exit tickets via Twitter in literacy classrooms. Journal of Adolescent & Adult Literacy, 60(3), 305 – 313. https://doi.org/10.1002/jaal.572 
• Black, P. & Dylan, W. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy, and Practice 5, 7-74.