Iteratively-Designed Exit Tickets Enhances Student Learning

Abstract

What strategies can instructors use to simultaneously scaffold learning and promote reflective practice when assessing learning? This article describes one instructional team’s experience with designing and experimenting with Exit Ticket assignments to advance self-authorship and self-insight. Over several iterations of the same organizational behavior course, we varied the timing and sequencing of Exit Ticket assignments and removed instructor-led elements, like guided discussion prompts. We present findings across seven semesters that demonstrate improved student performance on Exit Ticket assignments and a Critical Self-Reflection essay. Our study demonstrates the impact of this small, yet powerful assessment technique in in-person and online instruction.