Formative Assessment
Daily Exit Tickets
Our daily exit tickets provide pinpointed feedback of student learning for the skills focused on in class. For example, the ones shown from my PowerPoint slides target the skills of inferring and context clues. The exit tickets range from multiple choice slips of paper to short answer on a note card, and post it note check ins. It is a scheduled portion of our daily schedules. Students grade their own in our last minutes to understand their success or misconceptions. If 60% of the class does not pass the exit ticket, the following day I give a quick reteach.
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I seek to utilize technology to support assessment and conserve materials. Daily exit tickets are posted on our PowerPoint four of the five days a week to reinforce assessment through technology and in an effort to minimize the use of paper. On Fridays, student receive multiple choice questioning aligned to our summative assessment- STAAR.
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Students finding success on daily exit tickets.
91% of students were successful on this particular skill assessment.
High performing student using strategy of limiting the choices down to two. M stands for maybe. Then she selects the best of the two and got the correct answer. Reasoning skills documented through this practice.
English Language Learner finds success by providing Quick Write on their answer selection. Additionally, student removed choices that were not correct increasing their chances of success.
Student needing small group reteach.
This student utilized explicitly taught strategies by using text evidence. However, he did not select the correct answer because he did not utilize text features to support his answer. In small group, I retaught the concept of text features and how headings provide clues for the central idea of a text.
Thumbs Up Thumbs Down strategy is a quick mid-lesson check in for myself as the educator to gauge student comprehension during lessons. Midway through and at the end of each lesson, I ask students to participate by giving a thumbs up, to the side, or down determining how they are feeling or what they are understanding. When I notice any thumbs to the side or down, we have dialogue to address misconceptions. I often do another attention getter and praise the student asking and remind all that this may be a question you have and do not realize it yet. We have normalized having questions and confusion, so the class has no push back when peers are lost.
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This feedback check-in also is used for voting. On a regular basis we vote on working by natural lighting and with music. This allows student input and voice to determine daily environment in a minor but meaningful way. Most recently we utilized Thumbs Up, Thumbs Down to vote on the type of plant seeds our class would use based on our procedural texts.
Thumbs Up Thumbs Down
