Exit Slips

Type of Strategy: Formative Assessment

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TEKS for example:

7.9 B: Expressions, equations, and relationships. The student applies mathematical process standards to solve geometric problems. The student is expected to:
determine the circumference and area of circles.

DESCRIPTION/RESEARCH
The Exit-Slip strategy allows for students to reflect on the days teachings and to think critically. This strategy supports student questions from the days lesson
that may not typically be asked during class time. With this strategy, teachers can integrate writing into your content area. Teachers can employ the exit-slip
strategy as a means of formative assessment. Exit-slips can increase student participation and allow teachers greater access to students levels of
comprehension.(Wood & Taylor, 2007). There are many varieties of exit-slips.

TO USE:
1. Decide on an exit slip question or what you want to measure from the days lesson; such as questions that document students learning, questions that
emphasize the process of student learning, questions that evaluate sufficiency of instruction, or questions specific to content. 2. At the end of the lesson or 5 10
minutes before class ends, ask students your question. 3. State the question and have the question written on the board or exit slip. 4. As students exit, they turn in
their slips. 5. Review student answers to revise next days lesson or method of instruction.

References
Wood, K. D., & Taylor, D. B. (2007). Fostering Engaging and Active Discussions in Middle School Classrooms. Middle School Journal, 39:1, 54-59.
doi:10.1080/00940771.2007.11461615
http://www.adlit.org/strategies/19805/
http://www.educationworld.com/a_curr/profdev/profdev091.shtml