Exit Tickets

Exit Tickets

McLain High School

Open Ended

What do you know/want to know about exit tickets?

WHAT ARE EXIT TICKETS?

Exit tickets are brief formative assessments and/or reflection
routines that students complete and submit at the end of a
lesson or class period.

Exit Tickets are informal, timed, formative assessments (2-10 min.) that
engage every scholar in thinking and writing about a skill, problem, or
question aligned with learning objectives. Exit Tickets require quick,
relevant application of knowledge and concepts that can be both a
review and an objective to be taught that day. This is a strategy
that should be used daily.

Poll

How often do you use exit tickets in your classroom?

• Never

• Occasionally (Maybe 1x per week)

• Frequently

  (Most Days)

• All the Time (Every Class, Every Day)

WHY GIVE EXIT TICKETS?

●To compare data from the Do
Now and Exit Ticket to
determine which scholars
mastered the learning
objectives from that day

●To determine appropriate
next steps for instructional
moves based on Ticket data
(i.e. re-teach, differentiate)

Cultural Relevancy Connections
Building culturally relevant practices is a process that begins
with self-reflection and strives to engage scholars by continually
learning about them and relating their cultural backgrounds and
experiences to classroom learning.

Exit Tickets provide an opportunity to build culturally relevant
practices by:

●Giving scholars a voice to express what they know

●Meeting scholars where they are and adjusting according
to their needs and current levels of performance

●Positioning the teacher as needing and wanting to learn
from scholars in order to teach them effectively

Trauma Informed Teaching Practices

Exit Tickets provide routine/structure for the end of the class period.

Consistency from us → predictability for our

students → feelings of safety at school.

WHY GIVE EXIT TICKETS?

Exit Tickets
are NOT…

★Long drills of repeated problems.An Exit ticket
should be a few quick questions (approximately
3-5). Do not give students a 20 question
assessment as an “Exit Ticket.”

★Questions that do not align with current
learning objectives. As a formative assessment,
the main goal of an Exit Ticket is to aid in the
“in-process evaluation” of student comprehension,
learning needs, and academic progress during a
lesson.

★Group activities.Do not allow scholars to work in
pairs/groups for an Exit Ticket. Because it is a
formative assessment, Exit Tickets should be an
independent task so as to determine what each
individual student knows/is able to do on their own.

★High-point value assignments. Since the
emphasis is on collecting data to inform instruction,
Exit ticket arelow-stakes assignments worth no or a
low point value in the gradebook.

WHEN/HOW TO USE EXIT TICKETS

Exit tickets focused on content assessment
show us what individual students know about
the content being learned.

Exit tickets focused on student questions
strengthen students’ experience of the inquiry
process of learning (Experiments, Project-Based
Learning)

Exit tickets focused on reflection help
students make connections to the content and
learning goals (opportunity for self
assessment).

Use Exit Tickets at the end of class to:

●Check students' understanding by having them
summarize key points from the lesson

●Verify that students can solve a problem or
answer a significant question based on the
lesson

●Emphasize the essential question for the day's
lesson

●Have students ask questions they still have
about the lesson

●See if students can apply the content in a new
way

●Formulate guided groups for students who did
not demonstrate understanding after the lesson

●Create extensions for students who
demonstrate mastery after the lesson

HOW TO USE EXIT TICKETS

(Procedures)

STEP 1: Create - Decide what you’d like to find out about students’ learning at the end of the lesson.
(Click HERE for a copy of the Planning Guide)

1.Determine a clear purpose and a standards-based objective for the Exit Ticket, using previous data (Learning
Goal/Expectation, Students’ “Can-do” statement).

2.Determine what students need to be able to do in order to show mastery of the objective (problem to solve, questions to
answer, etc.)

3.Create an exit ticket with 2-5 questions or activity that give students the opportunity to demonstrate these identified skills.

a.Align the Exit Ticket with the Do Now using questions based on the day’s objective.

b.Ensure rigor by selecting Depth of Knowledge/Bloom’s Taxonomy actions in the upper tiers and include relevant
academic vocabulary.

4.Script an ideal response in order to determine a specific vision of mastery & determine how you will collect/track data.

STEP 2: Collect - Set a specific amount of time for students to complete the Exit Ticket.
(2-10 minutes at the end of class)

1.Give Scholars MVP directions.

2.Circulate and narrate as scholars complete the Exit Ticket.

3.Stand at the door to collect the tickets as students leave the classroom or designate a place in the room for students to
submit their Exit Tickets before leaving and/or transitioning.

STEP 3: Clarify - Examine the tickets carefully.
Depending on your purpose, it might be helpful to sort the tickets into piles – for example, tickets that demonstrate students have
grasped the content, tickets that show that students don’t understand, and tickets that are somewhere in between. (Stay tuned for
more on analyzing & using Exit Ticket data)

NOTE: Do Nows and Exit Tickets can and should be
used together to eliminate gaps in the data and
learning process.

Effective connections follow a logical sequence and can
include the following:

➔Day 1 - Do Now: Review a question from the previous week;
align diagnostic question to the current day’s objective

➔Day 1 - Exit Ticket: Repeat the diagnostic question to
compare results with the Do Now.

➔ Day 2 - Do Now: Review the question from the previous day’s
objective; align diagnostic question for current objective
(Whenever possible, return the Day 1 Exit Ticket with
feedback that the scholar can apply).

➔Day 2 - Exit Ticket: Repeat the diagnostic question; add a
question that requires application of both objectives.

⭐

PRO TEACHER TIP: Consider starting the next lesson with interesting ticket

responses or with a graph or chart that highlights common responses.

Exit Ticket Ideas

There are endless possible variations on exit tickets. The following are
some ideas to get you started…

3-2-1

Claim, Evidence, Reasoning

Students produce 3 things learned from the lesson, 2 things they
want to know more about from the lesson, and 1 question they
have about the lesson.

Have students explain their claim (a statement about what they
learned), evidence (data to support claim), and reasoning (tying
together the claim and evidence for what they learned).

Fist to Five

Tweet! Tweet!

Students show fingers to represent their understanding of the
concept (fist = not at all / five = totally get it). Teacher should have
an anchor chart with students’ co-created explanations of each
number. Remember to TRACK student’s individual responses (i.e
who was a fist/five, the number of 0’s, 1’s, 2’s, etc.)

Students produce a “tweet” using 140 characters or less detailing
their takeaways and connections to content.

When a student does NOT follow the routine

If a student strays from the procedure, try least invasive corrections.

Start with repeating the rationale. If a student is talking during the exit ticket, remind them that this is an
independent activity designed to show what THEY know at the end of class. It is important that they do it silent
and solo, so that the teacher can know how to best support them in reaching the daily learning goals.

Some management strategies include:

●Position yourself with a line of sight to every scholar; give non-verbal corrections:

○The look, head shake, pointing to the learning goal displayed on the board, silently mouth “write” to a specific
student or do the hand motion for writing, etc.

●Providing consequences to a reluctant writer may cause the scholar to disengage. Support initially by narrating around
him or her and by encouraging the scholar. Communicate the expectation and WHY this is important. Give the scholar a
chance to begin working. Provide a consequence as needed.

○Say things like, “It is okay not to know, but it is not okay not to try.”

●Use a stopwatch or countdown timer each minute and give time checks to build and maintain momentum

●If the majority of scholars are working diligently and have yet to complete the entire Exit Ticket, you may determine that an
additional minute or two is necessary

●If a scholar is thinking and not writing for longer than 15-30 seconds, direct the scholar to begin putting thoughts on the
paper.

Relationship Building Opportunities

●Encourage reluctant writers one-on-one:

○“Roberto, I can see your wheels turning.
Respond with what you know. Tomorrow I
can support you with what isn’t yet clear.”

○“Andrea, use today’s tools. Write down any
questions or words you want me to review
tomorrow.”

●Praise and narrate nonstop writing (effort and
focus), as well as creative, insightful ideas

●Give a class point for 100% participation

LOOKING AHEAD/NEXT STEPS

Data Analysis Process for Do Nows and Exit Tickets

Do Nows:
❏

Do Nows need to be scanned and assessed in
the moment, so develop a system to make this
possible.

❏

Most important data to collect: Scholars who do
NOT know the review question and scholars
who ALREADY know the diagnostic questions

❏

While lesson planning, determine what you will
do with the Do Now data in the moment. What
% of the concept will you review with the whole
class? As a result of the Do Now, will you group
scholars for Guided Learning or Independent
Learning?

Exit Tickets:
❏

Sort Exit Ticket responses into three categories
(Categories can be determined by a set rubric or
by high, medium, and low responses as compared
to the ideal response)

❏

In each category, scan for trends of
misconceptions, common mistakes, and/or use of
strategies

❏

For each category, determine a follow-up action,
including small-group instruction to close
knowledge gaps or address misconceptions,
whole-group re-teach using a modified method of
delivery, or individual support during
independent practice to address specific
scholars’ needs

Drag and Drop

Exit tickets are brief ​

Placeholder

assessments and/or ​

Placeholder

routines that students complete and submit at the ​

Placeholder

of a lesson or class period.​

Drag these tiles and drop them in the correct blank above

formative

reflection

end

summative

clean-up

beginning

Multiple Choice

TRUE or FALSE: You can use the same questions from your Do Now as an Exit Ticket.

• TRUE

• FALSE

Drag and Drop

An Exit ticket should be approximately ​

Placeholder

questions aligned to the lesson's ​

Placeholder

.

Drag these tiles and drop them in the correct blank above

3-5

objectives

10

15

20

topic

ideas

standards

Open Ended

What did youlearn about exit tickets/what questions do you still have?

TIPS & RESOURCES

⭐

Pro Teacher Tips:

●Create and share Exit Ticket questions with your grade-level partner. Not
only does this lighten the planning load, it also provides data that can
be analyzed across classes.

●“Recycle” questions from previous Do Nows/Exit Tickets that scholars
struggled with to determine if your intervention strategies were effective

●Set a timer to go off 10 minutes before the end of class to remind you to
start the Exit Ticket.

●Consider adding a “Confidence Scale” to the questions so scholars can
identify how confident they feel about an answer. If the question is
multiple-choice, this can help you assess a scholar’s true understanding
of a question even if s/he guessed. (0=not confident, 1=somewhat
confident, 2=very confident)

●Use QUIZIZZ to quickly capture, score & analyze student Exit Ticket
responses/data.

Resources:

●Exit Ticket - The Teacher Toolkit

●Exit Ticket - Teach Like a Champion

●Exit Ticket Planning Guide - CT3 (PDF//Google Doc)

●Exit Ticket Look Fors - CT3