Assessment & Evaluation: Exit Tickets


Devote at least 5 minutes at the end of class to individual participant reflection. Participants respond to an open-ended prompt(s) serving as a diagnostic of their understanding, misconceptions, and attitudes. The prompt is typically asking about the lesson that just happened. The exit ticket promotes a sense of ease to safely share thoughts on the lesson. Instructors then scan the responses identifying themes or different questions and comments (Daniels et al., 2007). The instructor can start the next class revisiting that content or post a Brightspace announcement with responses. 



  • Keep exit tickets ungraded to avoid consuming time. Grading might cause a burden on the instructor.
  • Exit tickets can be anonymous; however, don’t take it personally if some responses are unconstructive or personal. 
  • Recommend that exit tickets be around 1 to 2 sentences long. 
  • Exit tickets can be physical, Google Form link, or Brightspace survey. We recommend keeping it easy and quick. Consider a URL to the Brightspace survey or link to other surveys in the presentation for participants to type into phones.
  • When scanning exit tickets, consider dividing and grouping similar ones. This will promote organization and identify common themes. 
  • Consider sharing what 1 or 2 exit tickets said. It’s best to leave out the participant’s name to maintain anonymity. This can model ideal exit tickets and inspire other participants. You can also model an example exit ticket the first time you introduce this technique.
  • Consider being cognizant of inclusion with an additional prompt around belonging or what's to support participants.

Prompt Examples

  • What was the single most important thing learned today?
  • Any lingering questions?
  • What was the most confusing part of today?
  • Any missing perspectives or identities from our content that should be included? Any recommendations?
  • What can I do to better support your learning? Explain.
  • How do you feel about today’s content? 



Daniels, H., Zemelman, S., & Steineke, N. (2007). Content-area writing. Heinemenn.

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