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Education Specialist

same square box?

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Many of my colleagues are no longer interested in formal formative assessments of any form, conversations with kids, who some may label a form of formative assessment is a wondrous practice, though those who I know who make this an on-going practice would absolutely not look at it as assessment of any kind, rather they would consider it the privilege of sharing space with a fellow human being, child or adult, and taking advantage of the opportunity to converse, absolutely no judgments of any kind.

I am the co-founder of Design by Educators and the software Quick Key

Don't teachers need faster formative assessment?

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This is a great post, and I am glad it references other writing showing real evidence of the effectiveness of formative assessment.

My co-founder is a veteran teacher who spent two hours grading 90 exit tickets, each weekday. It was way too much time to spend, even though the resulting data was useful. Unless one is teaching in a successfully-implemented 1:1 school, getting real DATA in your exit tickets requires grading paper assessments. This is a major problem for the 99% of world teachers who do NOT teach in 1:1 environments. I won't plug our company's product here. But am I right that this is road-block to daily formatives?

Future English Teacher

In classes that I am

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In classes that I am currently taking, I have just been introduced to the idea of an exit slip. I think that it is a good way to get ideas that are floating around in a students mind out and onto the page.

I also think that it could be a useful tool, like the blog says, for students to evaluate how well the students retained the information taught that day. It also allows students to join in a conversation about their learning. Students can honestly assess their learning in light of a lesson, and provide the teacher with valuable feedback. I believe that the more students are involved in their education, the more open they are to learning. Exit slips allow for that connection to develop and strengthen over time.

While some students might not be as receptive to exit slips, I think that if you give students options on how to approach exit slips, they will be more open to the task.

Two thumbs up for exit slips

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I had a University professor who used exit slips to engage students in classes. He required a certain number over a semester; we chose which classes to write about.

While his lectures were already engaging, this was extra motivation to grab onto the information and make it our own. He also took the time to read them and add comments. I recall at least one of my exit slip topics turned into a paper. His comments helped me sort out my thoughts before choosing a writing topic.

I can see how exit slips could be very effective at the high school level, and find it really intriguing to think about how younger students could benefit from this strategy. Thanks for a thought-provoking article.

Science Education Program Developer, Sci-Q Systems

The more I think about it,

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The more I think about it, the more I like this idea! I hadn't really heard about it before. I do space sciences presentations at schools, so asking students to write me letters about what they learned can be very useful - for me to see how they responded and for them when they receive my feedback to their letters.

But a caveat: I have the time to do this. This is not something a teacher with 200 - 300 students can do frequently. Nor can a teacher with a self contained class of 30 students do this with every subject every day.

Assistant Principal of Instruction at IDEA Public Schools- Alamo Campus

We use exit slips as a way to

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We use exit slips as a way to assess student's mastery of that days lesson. When I meet with my teachers weekly, we can use data from the exit slips to see if our students are on track to being successful on their end-of-week formative assessments. Because of time constraints, many of our teachers use GradeCam to get instant, easy data from the slips.

Fourth and Fifth Grade Teacher

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I use an exit slip almost daily in my fourth and fifth grade class. The exit slip in my class doesn't always look the same. Sometimes, it's a problem to solve independently while other times it's a pre-asessment for the next day and then, sometimes it is a reflective piece. My favorite is the reflective piece. I find the students know themselves well and when given this opportunity, will honestly write what they know and advocate for what they need. This piece has been transforming in my teaching. I highly recommend it!

T-O-D

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I agree that the ticket out the door is a great way for students to let you know how your lesson went. In our PLC meeting we talked about how to differentiate the “ticket out the door”. It allows the teacher to focus on what the students’ LEARNED, and not how the lesson was TAUGHT. You can have the best lesson in the world, but if your students do not comprehend the lesson, then it was a waste of the students’ time and the teachers’ time. I teach in a third grade inclusion classroom, and I make sure I do not single anyone out. A lot of my students were having trouble putting their ideas on paper. They dreaded the end of the lesson and would put an average of 2-3 sentences. They rotate between three different stations voice to text (record on a tape recorder then write it down, helps with processing), “wh” dice (who, what, when, where, why, and how), and live broad casting. They love like broad casting, after each lesson we pick five students names out of a bucket and they are allowed to go record what they learned during the lesson. The students love to be recorded so now they are writing paragraphs about what they’ve learned so they can see their selves on the active board. This form of assessment has increased my students writing as well as ability to answer in complete sentences.
During our grade level PLC meeting we put our minds together to come up with the activities that would engage the students, but also allow us to see who needed extra instruction. After reading this blog I think I may have students provide their prior knowledge into their feedback and provide an activating question for the class to think about till the next lesson. (ex. How much money do you think Paul Revere made selling his silver objects?)

I believe the exit slip is a

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I believe the exit slip is a great formative assessment. My students are usually asked to take into consideration different topics they learned in class that day and compare or contrast or determine the cause and effect with another topic learned earlier that week or those before. I have not considered letting students rate their understanding of a lesson in an exit slip (such as 1-5). I usually ask them to give a thumbs up, down, or sideways so I could get a quick glimpse. On the other hand, having students write a number on the slip along with an assessment question would allow more privacy for the students; they perhaps would be more honest. Students could even respond with questions directed for me. I also like the idea using exit slips to activate prior knowledge and surveying students. As Becky mentioned in her post, I also use an entrance ticket. However, my entrance ticket is verbal. Students are asked a question at the door (a number of questions are asked at random). In order to enter the classroom, students must answer correctly. This allows me to get an idea if students studied or what they remember.

Gifted Education Specialist

Pre is as important as post

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I use entrance tickets to learn the students' prior knowledge. If we are doing a Socratic discussion about an event, text, picture, they have to have studied it ahead of time. The entry ticket asks a question that will tell me if they have studied it. Students who are not ready for the discussion part, are positioned just behind the discussion circle and take notes on the process. Did everyone have a chance to speak? Did anyone monopolize the conversation? Did points made always go back to the source material? Students become much better listeners and participants by participating in BOTH roles and no one is left out or punished. If i am teaching how to puctuate quotations or cite references, for example, the entry ticket tells me if the students already have mastery so they don't sit through stuff they've already mastered (I use 80-80% as my mastery cut-off). They should also be learning something new.

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