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Iteratively-Designed Exit Tickets Enhances Student Learning.

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Title: Iteratively-Designed Exit Tickets Enhances Student Learning.
Authors: Rodriguez, Marisella1 (AUTHOR) marisella@berkeley.edu, le Roux, Cecile2 (AUTHOR), Melville, Michael3 (AUTHOR)
Source: College Teaching. Jul-Sep2026, Vol. 74 Issue 3, p214-222. 9p.
Subject Terms: *Teaching methods, *Reflective learning, *Educational evaluation, *Evaluation methodology, *Educational attainment, *Online education, Organizational behavior, Autonomy (Philosophy)
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. [ABSTRACT FROM AUTHOR]
Copyright of College Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Iteratively-Designed Exit Tickets Enhances Student Learning.
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  Data: <searchLink fieldCode="AR" term="%22Rodriguez%2C+Marisella%22">Rodriguez, Marisella</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> marisella@berkeley.edu</i><br /><searchLink fieldCode="AR" term="%22le+Roux%2C+Cecile%22">le Roux, Cecile</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Melville%2C+Michael%22">Melville, Michael</searchLink><relatesTo>3</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22College+Teaching%22">College Teaching</searchLink>. Jul-Sep2026, Vol. 74 Issue 3, p214-222. 9p.
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  Data: *<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Reflective+learning%22">Reflective learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Evaluation+methodology%22">Evaluation methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+attainment%22">Educational attainment</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br /><searchLink fieldCode="DE" term="%22Organizational+behavior%22">Organizational behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Autonomy+%28Philosophy%29%22">Autonomy (Philosophy)</searchLink>
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  Label: Abstract
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of College Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194805133
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        Value: 10.1080/87567555.2024.2355210
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: Reflective learning
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      – SubjectFull: Educational evaluation
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      – SubjectFull: Evaluation methodology
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      – SubjectFull: Online education
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      – SubjectFull: Organizational behavior
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              M: 07
              Text: Jul-Sep2026
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              Y: 2026
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