Electronic Exit Tickets in the Classroom

Electronic Exit Tickets in the Classroom

Elyce J. Cole University of Colorado Denver Internship Project Spring 2014

Electronic Exit Tickets in the Classroom Background While conducting this action research project I was teaching sixth grade reading at a middle school in a large suburb of Denver, Colorado. This was my fifth year teaching this curriculum, but my first year using a class set of Chrome Books that the district purchased for their schools. The goal of the district was to bring in new technology for students and teachers to use on a regularly basis rather than go through the hassle of booking one of the three computer labs available prior to the arrival of the Chrome Books. Therefore, I wanted to take full advantage of the opportunity to use technology as a way to quickly assess my students comprehension of the days lesson. The idea of electronic exit tickets was very appealing to me because of the implementation of the new Common Core State Standards that will be rolling out next school year. One expectation of the new teacher evaluation that accompanies the standards will be the consistent integration of technology within the classroom. The use of the Chrome Books for the wide variety of available exit ticket programs will meet this requirement, inform my instruction and communicate standards based grading to both students and parents. Finally, I can share the findings that I have found with my department to help them see the value of electronic exit tickets in their own classroom. The impact that the electronic exit tickets can have on my classroom and the classroom of my fellow teachers will be a huge benefit for students and teachers alike. Purpose and Intended Audience The purpose of this research was to evaluate the impact electronic exit tickets can have on my grade level sixth grade classes. I wanted to determine if the exit tickets would inform my instruction and communicate what my students really know to myself and their parents. The intended audience for this research was the members of the reading department at my middle school who are open to bringing technology into the classroom in a simple and effective way. This information may also be shared with other staff members from different subject areas to let them know about the choice of exit ticket they have when working with them in the classroom. In addition, I also used the information gathered from this research to inform my evaluator, assistant principal and technology coordinator. Finally, my peer reviewers and instructor will have access to this study. Research Questions Throughout this action research project, I aimed to answer the following research questions to help focus my purposes for conducting this research. To what extent can electronic exit tickets impact student performance? This question was a driving force for the project because of the necessity for progress monitoring and keeping track of what students are learning. How can student progress be affected by electronic exit tickets?
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Electronic Exit Tickets in the Classroom This question helped me focus my lessons every day to make sure they were truly standards based. This helped me monitor where my students were for several different Common Core Standards. How do student perceptions of electronic exit tickets affect classroom engagement? I wanted to know if the type of electronic exit ticket affected how students were engaged in the assessment. I surveyed the class to see which type of electronic exit ticket they preferred. Context of the Study At the time of this research I was teaching sixth grade reading at a middle school that is located in a suburb of Denver, Colorado. According to the 2013-2014 School Demographic Information report put out by the district office of Assessment and Evaluation, my school is comprised of: .4% American Indian, 10.4% Asian, 9.1% Black, 14.9% Hispanic, .3% Pacific Islander, 61.5% White and .3% two or more races. This year I have a total of 140 students throughout my five classes, however the variety of exit tickets would only be given to my first period class made up of 20 students. This class has a variety of demographics including: Hispanic, African-American, Caucasian, and English language learners. At the beginning of the school year one of my goals was the incorporation of exit tickets on a regular basis. Typically this exit ticket was not planned out and came about as a last minute assessment. Students would hastily write their answers on a sticky note or index card and then hand it in as they were leaving the classroom. When I looked over the exit tickets I wanted to provide feedback, but I realized that I was starting to get bogged down with the amount of papers and work I was collecting each day. Because of the volume of grading and time that came with daily exit tickets, I started to back away from using them by the start of second quarter. Eventually the concept of an exit ticket started to be non-existent in my classroom; I knew I needed to find a better way to incorporate exit tickets to inform my instruction as frequently as possible. Literature Review Questions For the purpose of my literature review, I wanted to focus on what options for exit tickets already existed outside of what I already knew. While conducting this literature review, I focused on three main questions: What are exit tickets? How can exit tickets inform a teachers instruction? What kind of electronic exit tickets are available for teachers?

Search Procedures When I began thinking about researching this topic, I knew that I would have some resources available to me in my schools professional development library as well as the
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Electronic Exit Tickets in the Classroom school librarian who is well versed in a wide variety of electronic software online. Some topics that I was looking for in the library included exit tickets, standards based assessment, classroom technology and formative assessment. Once I had gathered two useful texts from the PD library, I proceeded to search on Google Scholar which is a website database that collects and searches for scholarly papers on a topic. I found some older information about comprehension strategies, but no useable information on student/teacher conferences at all. Finally, I turned to the Auraria Library online catalog and searched for the same topics. I chose the Auraria Library Online Catalog based on the suggestion of Koshy (2010), Papers published on university websites are also subject to quality procedures (p. 53). The articles that I found here were more focused on the direction that I was heading for this literature review. I feel confident with the research I have found and can now establish common themes. Literature Review Findings While looking through the research that I collected on this topic, I ran across similar themes in regards to exit tickets in general. Exit Ticket Definition According to Robert Marzano, Exit slips are one of the easiest ways to obtain information about students' current levels of understanding. When used this way, exit slips are a type of formative feedback. (Marzano 2007) Exit slips, or tickets, have provided a piece of insight into what students know and learn on any given day. The tickets can allow teachers the chance to change and adapt to their students needs without taking an overwhelming amount of time from the class as a whole. Rebecca Adler states, The beauty of the exit slip is that it puts the learning in the students' hands. It's also empowering for them when they see what they have shared influence what and how they are taught the next day. (Adler 2012) Exit tickets are not just mean to inform teachers about student grades, but they can also communicate so much more. By entering grades that are aligned with standards into the grade book students can see which areas they have mastered and which areas they still need to practice. This information can also show parents and teacher evaluators the progress that students are making in a class. Inform Teacher Instruction Marzano also says, Answers can provide the teacher with clear guidance for future instruction. If the majority of the class identified a specific topic as an area of confusion, the teacher might reteach that content the following day. (Marzano 2007) It also helps teachers refocus their instruction to help their students rather than moving on to the next topic just because it is on the calendar. The purpose of informing a teachers instruction is so they dont move on to the next piece of content too early. Thi s data is also useful if only a small group of students are struggling with one topic; then the teacher can meet with them separately and allow the rest of the class to continue so no one falls behind. Finally, Owen and Sarles explain, Exit tickets provide students the opportunity to think about what they have learned, how they learned it, where they
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Electronic Exit Tickets in the Classroom learned it, and/or what they need to find out next. Exit tickets are also a safe, unobtrusive way for students to tell us what they really know and understand -- or in some cases, what they really don't know and understand -- which informs our teaching practice. (Owen, Sarles 2012) The reflection piece from both the teacher and the students helps with assuring students are aware of what they have learned and what they still need to master; the teacher has proof every time they need to evaluate if their students are understanding the required concepts. Types of Electronic Exit Tickets I looked for a variety of electronic exit ticket options to use for my action research project. A brief description of each follows. Schoology This learning mangagement system (LMS) Schoology provides quizzes as a form of exit tickets. Their site states, Schoology streamlines the systematic processes of content creation and management, grade recording, attendance, and more so you can spend less time on redundant tasks. Google Forms Google Forms is a useful tool to help you plan events, send a survey, give students a quiz, or collect other information in an easy, streamlined way. A Google form can be connected to a Google spreadsheet. If a spreadsheet is linked to the form, responses will automatically be sent to the spreadsheet. Otherwise, users can view them on the Summary of Responses page accessible from the Responses menu. (forms.google.com) This site is useful for any individuals who need to gather information from a large source. Luckily there are several options of types of questions and formats to help keep the engagement of the participants. ExitTix.com This is one of the newest electronic exit tickets which have several different sources of data to help inform teachers of student progress. This site also allows for alignment with the standards and live updating breakdowns of student understanding by question. After looking through the website I learned: ExitTicket is a student response system and data tracker that allows teachers to give real-time checks for understanding during class through the use of any WiFienabled technology. Developed by teachers, ExitTicket was designed to provide rich, immediate feedback to both student and teacher in a way that is conducive to a classroom environment and engaging for students. This immediate feedback acts as a lever for targeted intervention and data-driven reflection, which in turn accelerates student achievement. (www.exittix.com)
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Electronic Exit Tickets in the Classroom Socrative This site has a creative interact interface that can be used on computes, cell phones and tablets. The site also produces the results in an Excel spreadsheet that can then be imported into an online grade book for easy grade input. The site says: Socrative is a smart student response system that empowers teachers by engaging their classrooms with a series of educational exercises and games. Student responses are visually represented for multiple choice, true/false and Short Answer questions. For pre-planned activities a teacher can view reports online as a Google spreadsheet or as an emailed Excel file. Teachers login through their device and select an activity which controls the flow of questions and games. Students simply login with their device and interact real time with the content. (www.socrative.com) Wall Wisher This site is very limited in what it can offer to a teacher as an exit ticket. But, it presents a creative way for students to share their thinking on one topic with the rest of their classmates. Each student posts their answer and other students can respond to them by placing their answers next to their classmates. The setup is fairly easy but doesnt allow for a lot of variety. Quality of Literature Overall, the literature that I have found has provided some insight as to why exit tickets have been used and the vast potential that comes from creating a classroom with regular exit tickets. The research that I have gathered comes from resources and individuals who are known for their expertise in the field of reading and writing with students. I know that the literature I gathered from Marzano, Owen and Sarles is thoroughly researched and well-respected because of the impact they have had in teaching reading and writing. Their names are synonymous with the knowledge of helping students learn, understand, and thrive in the classroom with the teacher acting as a constant guide along the way. Gap in Literature The main focus of my action research was informing my instruction using exit tickets regularly in the classroom. The gap that I found was further proof that electronic exit tickets are just as effective as pencil and paper tickets. There was evidence of exit tickets being a good choice in the classroom, but very little research specific to electronic exit tickets. I believe that there are many choices of electronic exit tickets out there, but not enough research to conclude if there is one better than the others. Literature Review Summary

Electronic Exit Tickets in the Classroom In closing, this literature review offered some insight into exit tickets. However, I also discovered that there is very little research on the actual implications of electronic exit tickets in the classroom. The current research simply discusses using exit tickets with students on a regular basis to help inform instruction. However, it would be nice to see if making the tickets digital would have provided more of an impact. I found that conducting this literature review granted me the insight and encouragement of continuing with my action research project, because the findings will be necessary and helpful for future teachers. Methods This research was conducted as an action inquiry. The students who participated in this research were a part of my first period of twenty sixth graders. The focus on this smaller group rather than all 140 students at a time, allowed me to conduct the research without the work taking away from my regular teaching responsibilities. Over the course of two weeks I had my students complete three different electronic exit tickets throughout the week. On Tuesdays, Wednesdays and Thursdays the structure of the class was always the same: students take short notes on two vocabulary words when they walk into the classroom; then I teach a mini lesson and students complete an activity to apply the mini lesson to their work. The last 5-7 minutes are reserved for time to complete the exit ticket with the class set of Chromebooks. Students are very familiar with using the structure of using the Chromebooks; they know how to pick up their assigned computer, how to log in, how to access their grades and class site using the Schoology as the districts LMS. Using Schoology as a starting point for each exit ticket, I had my students access each website at the end of the period, complete the question and return the Chromebooks before class was over. This structure allowed me the chance to incorporate the electronic exit tickets three days a week. Finally, students regularly take a vocabulary quiz on Fridays. I will integrate questions into this quiz from the weeks lessons and exit tickets to determine if student performance was affected by the exit tickets. Data Collection When I started to collect the data necessary for this research project I wanted to strongly focus on the direct input I could receive from my students. With this emphasis in mind, I used classroom surveys to evaluate how my students felt about each exit ticket. These surveys were given at the end of each week and were turned in anonymously in order to receive honest feedback from each student. The following table breaks down how each data collection piece was specifically associated with one of the research questions I was aiming to answer. Research Question To what extent can electronic exit tickets impact student Primary Data Source Weekly summative assessments Analysis Plan These quizzes will focus on the content that was covered throughout the week. There will be questions about the vocabulary words that were taught as bell
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Electronic Exit Tickets in the Classroom performance? work each day and questions specific to the content and exit tickets from the week. I used these quizzes as a way to evaluate student performance. The unit of study for this three week course will be the elements of the plot diagram in a variety of genres. Therefore, the data collected from pre and post tests for the unit will determine student understanding of the plot diagram. Student surveys that are given at the end of each week of the unit will focus on student engagement of the material being presented. The surveys will also give students a chance to give honest feedback and suggestions about how they think the exit tickets are working in the classroom. Table A

How can student progress be affected by electronic exit tickets? How do student perceptions of electronic exit tickets affect classroom engagement?

Pre and post test data from 3 week unit of study

Student surveys

Data Analysis Procedures By using both qualitative and quantitative methods, I was able to see the progress my students were making on the material and also get specific feedback about the inclusion of electronic exit tickets. The quantitative research allowed me the chance to progress monitor what my students were learning and taking away from the mini lessons. By including a pre and post-test along with short quizzes throughout the unit, I could clearly look at how many points of growth were evident for each student on the material that was being covered. I also relied heavily on the qualitative data that I gathered from the student surveys and the common themes and trends I found among students in my own observations. Schedule Time Frame Jan 21 Feb 7 Task Establish research topic, create research questions, identify participants Feb 9 Feb 15 Create calendar of mini lessons and exit tickets, decide which exit ticket websites would be used Feb 17 Feb 21 Develop unit pre-test, create exit tickets to be used each day Feb 24 March 7 Conduct the plot diagram three week unit; complete pre/post assessment, quizzes and summative assessment; adjust lessons according to exit ticket results; complete students surveys March 10- March 14 Analyze pre and post data; analyze survey results March 17 March 21 Begin final action research report March 24 March 28 Final action research report completed Table B Ive also included the unit plan to explain when each exit ticket would be completed and what topic would be covered.
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Electronic Exit Tickets in the Classroom Monday Bell Work: New Vocab Tuesday Bell Work: New Vocab Wednesday Bell Work: New Vocab Mini Lesson: Finding the exposition Activity: Find the exposition of fairy tales Google Forms Exit Ticket: Identify the exposition of Cinderella Thursday Bell Work: New Vocab Mini Lesson: Internal vs. External Conflict Activity: Conflict in pictures Socrative Exit Ticket: Define internal and external conflict; identify examples of internal and external conflict Bell Work: New Vocab Mini Lesson: Sequencing Activity: Flow Map Sequencing ExitTix.com Exit Ticket: Why is sequencing an essential part of the plot diagram? Friday Vocabulary Quiz Article of the Week Due Exit Ticket Feedback Survey #1

Plot Diagram Mini Lesson: Plot Pre Assessment Diagram Notes Go over article of the week Activity: Group Discussion Schoology Exit Ticket: Identify the five parts of the plot diagram in the correct order.

Bell Work: New Vocab Review previous weeks lessons Go over article of the week

Bell Work: New Vocab Mini Lesson: Characterization Notes; STEAL Acronym Activity: Identify elements of How Fish Fly protagonist using STEAL Schoology Exit Ticket: Explain, in your own words, what each element of STEAL stands for Bell Work: New Vocab

Bell Work: New Vocab Mini Lesson: Antagonist vs. Protagonist Notes Activity: Start reading short story How Fish Fly. Record textual evidence Wall Wisher Exit Ticket: Describe the Antagonist and Protagonist of the short story Bell Work: New Vocab

Vocabulary Quiz Article of the Week Due Exit Ticket Feedback Survey #2

Bell Work: New Vocab Review previous weeks lessons

Bell Work: New Vocab Mini Lesson: Plot Diagram Flow Map

Vocabulary Quiz and Plot Diagram Post Assessment Article of the week Due
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Mini Lesson: How Mini Lesson: do you identify Falling action the climax of a and resolution

Electronic Exit Tickets in the Classroom story? Go over the article of the week Activity: Disney Pixar short film clips ExitTix.com Exit Ticket: What was the climax of each film clip and how do you know? Activity: What makes a good ending? Wall Wisher Exit Ticket: Choose a book that you have read and explain its resolution. You must include details of how the story was resolved. Activity: Read a short story and complete the flow map correctly Schoology Exit Ticket: Put the elements of the short story in the correct order

Findings Pre/Post Assessment

Table C

When I started conducting my research I gave my students a short pretest to determine their current knowledge of the elements of the plot diagram. This test was meant to evaluate whether students were bringing their own background knowledge of the subject into the classroom with them, or if they had never been exposed to these concepts before. The results of the pre and post-test are as follows:
20 18 16 14 12 10 8 6 4 2 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 First Period Students

Score

Pre assessment Score Post Assessment Score

Graph 1 After looking through this data I realized that my students were not starting this unit without any prior knowledge. There were no students that missed all of the pretest questions which gave me hope that they could be successful after going over the material with them. I was very excited to hand back their posttest scores to see that every student improved their scores by at least three points, with some students going as high as thirteen improvement points. The overall purpose of using this pre and posttest
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Electronic Exit Tickets in the Classroom activity was to have solid quantitative proof that students increased their knowledge of the topic. However, there was also an unforeseen advantage to including the pre and posttest and that was the thrill my students got when they compared their initial scores to their final scores. Every one of my students felt pride and success when they could see their improvement both on paper and in the grade book. This was one piece of this research that I did not account for, but was very pleased to see. In regards to my research, I believe the inclusion of the exit tickets within a workshop model really did help increase my students progress. The issue with this though, is that I am not 100% sure if it was the exit ticket that helped my students on the tests or if it was simply the method of including a formative assessment in class every day. If I were to continue this research, I would leave time to do a short unit without the exit tickets so that I could compare how my students progress might have changed without the structure. Overall, the area of student personal progress is encouraging and supports the decision of including electronic exit tickets in the classroom. Types of Electronic Exit Tickets The idea of incorporating electronic exit tickets into the structure of my classroom was to help assess student knowledge of the state standards in a quick and effective manner. I tried a variety of exit tickets to see which ones were better than others. Name of Ticket Options Schoology Quiz Multiple Choice (www.schoology.com) True/False Short Answer Matching Ordering Fill in the blank Positives Since the district uses Schoology as their LMS, this website transfers all grades to the online grade book. The sync feature is enormously convenient when I needed to give feedback to my students or gather information quickly about a topic in order to inform my next day instruction. Google Forms are extremely easy to use and implement in the classroom. My students already have a Google Drive account through the Negatives The negative piece of Schoology would be the cost of the LMS. Because the district pays for it it is easy to use, but if you are not already using it, there is a cost for those features.

Google Forms (forms.google.com)

Text Paragraph Text Multiple Choice Checkboxes Choose from a list Scale Grid

There are no negative sides to using Google Forms as electronic tickets.

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Electronic Exit Tickets in the Classroom Date Time district so signing in a completing the exit tickets took hardly any time out of the class period. Google Forms also provides several more options for assessment which offers a wider variety of evaluation. In addition, the responses are put into a spread sheet for easy review and transfer to the grade book. Socrative provides a wider variety of ways that students can complete the exit ticket. This website does not need to be accessed through a computer. Instead, students can use their phones or tablets to complete the ticket. By using Socrative and allowing my students to use their phones, the engagement level for the ticket was automatically higher. Finally, Socrative puts out their results in a spreadsheet that can be imported directly into the district grade book, so no extra time for grading would be necessary. This new website is

Socrative (socrative.com)

Multiple Choice True/False Short Answer

The down side to Socrative is the limited kinds of questions that can be asked. In addition, if a student was absent and needed to take the ticket at a later date, setting up the ticket to be taken each additional time can become quite a hassle.

Exittix.com

Multiple Choice

Because this
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Electronic Exit Tickets in the Classroom (www.exittix.com) True/False Free Response excellent for exit tickets because of the amount of data that each teacher receives before, during and after the exit ticket. Teachers can create rubrics, align with standards and constantly be informed about what students are doing. There is also a wide variety of support available on the site because it is so new. website is new and offers so many features, teachers would need to take the time to understand everything that is offered, which can be overwhelming. If a teacher were to simply dig straight in to the site without exploring it first, they would miss out on everything that can be offered. Wall Wisher is very limited in the amount of assessment that can be taken from the site. It is external from the grade book and provides an inconvenient way to give feedback to students. Table D

Wall Wisher (www.padlet.com)

Free Response

Wall Wisher is a creative way to get students to participate with a short free response. Because it is in the form of post it notes on a bulletin board, students enjoy interacting with the site more than some of the others.

After this research I have found that not all electronic exit tickets are made equal. Table D displays the positive and negative sides to the five electronic exit ticket websites that I used throughout this action research. My goal was to find an exit ticket that allowed me to easily create an assessment, provide feedback and enter the grades into the district grade book. Each ticket had its own benefits, but for my future use of electronic exit tickets I would stick with Schoology quizzes and Google Forms. Both of these sites offer ways to ask a variety of questions to assess student knowledge of the standard being covered. They are also simple and easy to make the tickets ahead of time, or even at the last minute at the beginning of the day. However, when I consider the added benefit of transferring grades from the website to the grade book, the Schoology quizzes make the best choice of exit ticket from my standpoint. After conducting this research I realized that I greatly valued the option of not having to the go through each ticket and grade it individually. Where I really got
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Electronic Exit Tickets in the Classroom my information was looking at the whole class picture. Schoology showed me the breakdown of which questions were missed by the most students and which questions were answered correctly by most students. I would then use this data to inform my instruction for the next day to determine which concepts would need to be revisited and which were already mastered by the class. This data was invaluable to me, as it would be for any teacher, because of the insight it provided into the mini lesson I taught and whether it was effective. Finally, because the content on the exit tickets were also covered on the weekly summative quizzes, I already had a good idea as to what the scores would be. Student Surveys The student surveys provided some insight into which exit tickets my students preferred.

Period 1 Students - Exit Ticket Preference

15% 20% 20% 5%
Schoology Google Forms Socrative ExitTix.com

40%

Wall Wisher

Graph 2 As I looked over the results from my students it was clear that the majority of them preferred Socrative over the other choices. I read through their reasoning and found that students really enjoyed using their personal devices to answer the questions. They rarely get the opportunity to use their cell phones and tablets in class so when this website provided them the chance they were very excited. In fact, I had many students ask if we would be using Socrative each day there would be an exit ticket. Honestly I dont mind using Socrative for some exit tickets especially if it proves to increase the engagement of my students. When I asked students about Google Forms they said that it was more dull and boring to use. They said it was close to what usual quizzes and exit tickets look like and didnt really think it was the best site. Therefore I realized that students were only interested in how the site looked or how they could interact with the site; not the questions or formatting that made them different.
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Electronic Exit Tickets in the Classroom I also know that it is a good idea to create a variety of different kinds of exit tickets, but changing it up by week rather than by day is a better idea. Because there is a certain amount of preparation that comes with using each exit ticket, it would become a burden to have a different one every day. Especially since it will only take up the last five minutes of class. Based on the research, I concluded that it is effective to use electronic exit tickets, but not to use several per week. Reliability and Validity While conducting my research I continued to include summative assessments to determine my students knowledge of the material being covered. I maintained a strict organization of data after each ticket was given to students. I was also able to maintain the validity of the research by recording all results in the grade book for both myself and students to see. Finally, I had students reflect upon and review their results periodically to check that the results were recorded correct and helped them to see what they had learned about each topic. A form of peer debriefing was when I brought some of the trends that I noticed to other teachers who were interested in electronic exit tickets. This proved to help with the transferability of the data and research by giving the chance for others to help with reflecting and analysis of the qualitative data I gathered. I can also use the records as a useful progress monitoring tool to refer back to if there are ever any questions about what the student understands. In my school using a progress monitoring system is a necessity to make sure that we are staying focused on the goal of helping every student learn. Limitations The most frustrating piece of this action research was the preparation that came with each exit ticket. Not only did I have to make sure that the tickets were accessible for each student, but I had to walk my class through how to access the tickets and how they worked. Each website had its own type of structure and setup that students had to understand before they could complete the ticket. Therefore, I was constantly behind or rushed to finish the content in order to make sure I had enough time to teach my students about the new electronic exit ticket they would be using each day. This took up much more time than I had originally allowed in order finish the exit ticket each day. Something that I would add if I were to continue this research would be the addition of another class to conduct the research. My other classes are much larger and I would be interested to see if there is a difference in timing that comes with the addition of more students in the class. I am wondering if the time to start the exit ticket would diminish because there would be more students in the class to assist each other in starting the ticket. Because I cannot help every student at once, it might have worked out to teach a small group of students first and then have them help their group of four. I would like to know if a larger class would somehow impact the use of the exit ticket. Implications for Practice

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Electronic Exit Tickets in the Classroom Based on the findings and limitations of my research I feel that there is a place for electronic exit tickets in every classroom. Regardless of the exit ticket that is preferred by the teacher, the impact that constant data from formative assessment can change any classroom. The use of creating a progress monitoring tool that aligns with content and standards allows teachers, students, and parents to know what their student knows. I started to take the information that I have gathered about each ticket and offered it up to teachers who were interested in incorporating them into their classroom. I started with my reading department teachers to show them how effective standards based progress monitoring can be for their students. I introduced each type of ticket during one of our department meetings and offered up my help if anyone wanted further guidance. As of right now I have met with three teachers and hopefully the word will spread that these tickets are effective and beneficial to everyone. Conclusion In the end, this research has really opened my eyes to the powerful impact electronic exit tickets can have on a student. Exit tickets can be a very effective teaching tool that provides structure through the class period model and a chance to learn about individual student progress. The most important insight that I am taking away from this initial research is the overwhelming need to continue use of electronic exit tickets with students in the classroom. Students and teachers alike need to communicate on what students know and how they can demonstrate that they know it. I also think that every teacher needs a way to formatively assess their students according to the new Common Core State Standards. Teachers and evaluators must be able to collect data in order to determine if standards are being met and mastered by each student. I am so glad that I conducted this research and got the opportunity to see how exit tickets can have such an impact on student progress, student performance and building a source of data as a reference for student comprehension. I know that this research was just one step in the process of using exit tickets. I am going to continue to adjust my research and ask questions to improve the incorporation of electronic exit tickets even further for my future students.

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Electronic Exit Tickets in the Classroom References Adler, Rebecca. "K-12 Education & Learning Innovations with Proven Strategies That Work." Edutopia. N.p., n.d. Web. 24 Feb. 2014. "Create a Google Form." - Drive Help. N.p., n.d. Web. 24 Feb. 2014. Cross, K. P. Classroom research: Implementing the scholarship of teaching. (1998) Classroom assessment and research: An update on uses, approaches, and research findings (pp. 512). San Francisco: Jossey-Bass; "Engage the Class." Socrative. N.p., n.d. Web. 12 Feb. 2014. Marzano, Robert J. The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria, VA: Association for Supervision and Curriculum Development, 2007. Print. Owen, Deborah, and Patricia Sarles. "EXIT TICKETS: THE REFLECTIVE TICKET TO UNDERSTANDING." Library Media Connection 31.3 (2012): n. pag. Auraria Campus Online Library. Web. 24 Feb. 2014. "Unlock Limitless Student Potential." Award-winning LMS for Teachers and School Administrators. N.p., n.d. Web. 12 Feb. 2014. "What Is the Theory behind ExitTicket?" Exit Ticket. N.p., 21 Mar. 2014. Web. 25 Mar. 2014.

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Electronic Exit Tickets in the Classroom

Appendix

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Electronic Exit Tickets in the Classroom Monday Bell Work: New Vocab Tuesday Bell Work: New Vocab Wednesday Bell Work: New Vocab Mini Lesson: Finding the exposition Activity: Find the exposition of fairy tales Google Forms Exit Ticket: Identify the exposition of Cinderella Thursday Bell Work: New Vocab Mini Lesson: Internal vs. External Conflict Activity: Conflict in pictures Socrative Exit Ticket: Define internal and external conflict; identify examples of internal and external conflict Bell Work: New Vocab Mini Lesson: Sequencing Activity: Flow Map Sequencing ExitTix.com Exit Ticket: Why is sequencing an essential part of the plot diagram? Friday Vocabulary Quiz Article of the Week Due Exit Ticket Feedback Survey #1

Plot Diagram Mini Lesson: Plot Pre Assessment Diagram Notes Go over article of the week Activity: Group Discussion Schoology Exit Ticket: Identify the five parts of the plot diagram in the correct order.

Bell Work: New Vocab Review previous weeks lessons Go over article of the week

Bell Work: New Vocab Mini Lesson: Characterization Notes; STEAL Acronym Activity: Identify elements of How Fish Fly protagonist using STEAL Schoology Exit Ticket: Explain, in your own words, what each element of STEAL stands for Bell Work: New Vocab

Bell Work: New Vocab Mini Lesson: Antagonist vs. Protagonist Notes Activity: Start reading short story How Fish Fly. Record textual evidence Wall Wisher Exit Ticket: Describe the Antagonist and Protagonist of the short story Bell Work: New Vocab

Vocabulary Quiz Article of the Week Due Exit Ticket Feedback Survey #2

Bell Work: New Vocab Review previous weeks lessons

Bell Work: New Vocab Mini Lesson: Plot Diagram Flow Map

Vocabulary Quiz and Plot Diagram Post Assessment Article of the week Due
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Mini Lesson: How Mini Lesson: do you identify Falling action the climax of a and resolution

Electronic Exit Tickets in the Classroom story? Go over the article of the week Activity: Disney Pixar short film clips ExitTix.com Exit Ticket: What was the climax of each film clip and how do you know? Activity: What makes a good ending? Wall Wisher Exit Ticket: Choose a book that you have read and explain its resolution. You must include details of how the story was resolved. Activity: Read a short story and complete the flow map correctly Schoology Exit Ticket: Put the elements of the short story in the correct order

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Electronic Exit Tickets in the Classroom Student Survey Rank each type of exit ticket on a scale of 1-5; 1 being the worst and 5 being the best. After you have ranked the ticket please explain, in one to two sentences, why you gave the answer that you did. Schoology Rank out of 5: ____ Explanation:

___________________________________________________ ___________________________________________________
Google Forms Rank out of 5: ____ Explanation:

___________________________________________________ ___________________________________________________
Socrative Rank out of 5: ____ Explanation:

___________________________________________________ ___________________________________________________
ExitTix.com Rank out of 5: ____

___________________________________________________ ___________________________________________________
Wall Wisher Rank out of 5: ____

Explanation:

___________________________________________________ ___________________________________________________
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Explanation:

Electronic Exit Tickets in the Classroom Name of Ticket Options Schoology Quiz Multiple Choice (www.schoology.com) True/False Short Answer Matching Ordering Fill in the blank Positives Since the district uses Schoology as their LMS, this website transfers all grades to the online grade book. The sync feature is enormously convenient when I needed to give feedback to my students or gather information quickly about a topic in order to inform my next day instruction. Google Forms are extremely easy to use and implement in the classroom. My students already have a Google Drive account through the district so signing in a completing the exit tickets took hardly any time out of the class period. Google Forms also provides several more options for assessment which offers a wider variety of evaluation. In addition, the responses are put into a spread sheet for easy review and transfer to the grade book. Socrative provides a wider variety of ways that students can complete the exit ticket. This website does not need to be Negatives The negative piece of Schoology would be the cost of the LMS. Because the district pays for it it is easy to use, but if you are not already using it, there is a cost for those features.

Google Forms (forms.google.com)

Text Paragraph Text Multiple Choice Checkboxes Choose from a list Scale Grid Date Time

There are no negative sides to using Google Forms as electronic tickets.

Socrative (socrative.com)

Multiple Choice True/False Short Answer

The down side to Socrative is the limited kinds of questions that can be asked. In addition, if a
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Electronic Exit Tickets in the Classroom accessed through a computer. Instead, students can use their phones or tablets to complete the ticket. By using Socrative and allowing my students to use their phones, the engagement level for the ticket was automatically higher. Finally, Socrative puts out their results in a spreadsheet that can be imported directly into the district grade book, so no extra time for grading would be necessary. This new website is excellent for exit tickets because of the amount of data that each teacher receives before, during and after the exit ticket. Teachers can create rubrics, align with standards and constantly be informed about what students are doing. There is also a wide variety of support available on the site because it is so new. student was absent and needed to take the ticket at a later date, setting up the ticket to be taken each additional time can become quite a hassle.

Exittix.com (www.exittix.com)

Multiple Choice True/False Free Response

Wall Wisher (www.padlet.com)

Free Response

Wall Wisher is a creative way to get students to

Because this website is new and offers so many features, teachers would need to take the time to understand everything that is offered, which can be overwhelming. If a teacher were to simply dig straight in to the site without exploring it first, they would miss out on everything that can be offered. Wall Wisher is very limited in the amount of
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Electronic Exit Tickets in the Classroom participate with a short free response. Because it is in the form of post it notes on a bulletin board, students enjoy interacting with the site more than some of the others. assessment that can be taken from the site. It is external from the grade book and provides an inconvenient way to give feedback to students.

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