Exit Tickets

CPD: The CRAFT of Assessment (by Michael Chiles), topic 3.3.2

Test yourself on Exit Tickets

What does the following question do?

How clear were my instructions on how to submit your History coursework?
What does the following question do?

On a scale of 1-10 (1 meaning 'I don't understand a single thing' and 10 meaning 'I understand everything perfectly'), how well do you understand the causes of WWII?
What does the following question do?

What can I do to help you understand meiosis and mitosis better?
What does the following question do?

How much did you apply yourself in the discussion about Macbeth's downfall?

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CPD: The CRAFT of Assessment (by Michael Chiles) contents

1 ‘C’ - How Can Knowledge be Effectively Condensed?
- 1.1 'C' - Condense
  1.1.1 The Basics of Condensing Knowledge
- 1.2 Strategies for Condensing
  1.2.1 Condensing the PowerPoint
  1.2.2 The Four Cogs to Expert Explanations
  1.2.3 Cornell Notes
2 'R' - How do we Generate Reflective Learners?
- 2.1 Research on Memory
  2.1.1 Semantic & Episodic Memory
  2.1.2 The Importance of Spacing Learning
- 2.2 Timings for Reviewing Previously Learnt Material
  2.2.1 How Long and How Often to Review Material
- 2.3 Strategies for Generating Reflective Learners
  2.3.1 BUG Twist
  2.3.2 Low-Stake Spaced Quizzing
3 ‘A’ - Using Assessment as a Responsive Tool
- 3.1 Formative & Summative Assessments
  3.1.1 The Problem of Assessing 'On' or 'Off' Track
  3.1.2 Summative vs Formative Evaluation
- 3.2 Determining Whether Learning has Taken Place
  3.2.1 Proxies for Learning
- 3.3 Strategies for Assessing Student Learning
  3.3.1 Hinge Questions
  3.3.2 Exit Tickets
4 'F' & 'T' - Precise Feedback to Feedforward
- 4.1 Giving Effective Feedback
  4.1.1 Creating an Effective Feedback Culture
  4.1.2 Effectiveness of Feedback
- 4.2 Grades
  4.2.1 Research on Giving Grades as Feedback
- 4.3 Strategies for Providing Feedback
  4.3.1 The Language of Feedback
  4.3.2 'In the Moment' Feedback