Using Exit Tickets Effectively

Educator uses data to monitor student progress and adjust instruction.
Made by Jacobs Institute for Innovation in Learning at USD
Earn Graduate Credit
Graduate-level credit is available for this micro-credential. You can apply for credit through one of our university partners after successfully completing the micro-credential.
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About this Micro-credential

Key Method

Educator uses exit tickets to assess whether students have achieved the learning objective and uses that data to plan for the next learning experiences.

Method Components

Suggested strategy for developing and analyzing exit tickets

  • Design a short (1–3 questions) exit ticket to measure to what degree the students have mastered the learning objective.
  • Analyze exit tickets to determine gaps in student understanding.
  • Design an intervention for following lesson.

- Group students according to need and reteach missed concepts; grouping can be done homogeneously, to target specific needs, or heterogeneously, to allow students who have mastered concepts to reteach others.

- Design a warm-up or learning experience for the next consecutive lesson to address widespread misunderstanding.

- Schedule time to meet with struggling students outside of class.

- Create extensions for students who demonstrate mastery.

Selected quotes on exit tickets from Teach Like a Champion:

“End your lesson with a final At Bat, a single question or maybe short sequence of problems to solve at the close of class. When you collect this from students before they leave and cull the data, it’s an Exit Ticket. Not only will this establish a productive expectation about daily completed work for students, but it will ensure that you always check for understanding in a way that provides you with strong data and thus critical insights” (p. 106).

Research & Resources

Supporting Research

  • Brimijoin, Kay, Ede Marquissee, and Carol Ann Tomlinson. "Using Data To Differentiate Instruction."Educational Leadership60.5 (2003): 70–73.

    This article asserts that collecting assessment data from students is key to shaping effective instruction. Both informal and formal data about student learning not only shape instruction but also determine its effectiveness. Contends that continuous assessment that drives curriculum is a means of enhancing student and teacher performance.

  • Marzano, R. “Art and science of teaching: The many uses of exit slips.” Educational Leadership 70.2 (2012): 80–81,

    Effective lessons commonly end with an activity in which students reflect on their experience of the lesson. Over the last few years, exit slips have become a popular vehicle to this end. In its simplest form, an exit slip is an index card or piece of paper on which individual students respond to a prompt from the teacher.


Submission Requirements

Submission Guidelines & Evaluation Criteria

To earn this micro-credential, you must receive a passing evaluation for Parts 1 and 3 and an Exemplary score for Part 2.

Part 1. Overview questions

(300-word limit)

  • Please describe the specific learning experiences in which exit tickets were used.

Part 2. Work examples/artifacts

Submit artifacts/evidence (such as links to writing, audio, images, video, or other products) that were created while creating exit tickets and adjusting instruction based on the data they provided, including such items as:

  • Examples of different designs of exit tickets paired with the learning objective
  • Video of educator differentiating based on data from exit tickets
  • Students’ exit tickets and educator’s reflection on next steps

Part 3. Reflection

Provide a reflection on what you learned using the following questions as guidance (300-word limit):

  • What did you learn through the process of integrating exit tickets into your learning experiences? Moving forward, how might your teaching practices change?

Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)


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