Take 2 for Teaching & Learning - Exit Tickets: A Powerful Reflection Tool in the Classroom

Exit tickets are brief, end-of-lesson prompts that invite students to reflect on their learning, clarify doubts, and extend their thinking. Used in the final five minutes of class or even during class between topics, these “minute tickets” serve as a low-pressure yet impactful form of formative assessment. As Akhtar & Saeed (2020) note, true learning stems not just from instruction but also from processes like justifying, reflecting, and modeling: skills that exit tickets naturally support. 

Teachers often use exit tickets to foster autonomy and confidence in students, giving them space to voice what they know and where they need help. These quick tools also give educators insight into students’ understanding, which help guide future instruction.  

Whether handwritten or digital, done individually or in groups, exit tickets are flexible and adaptable for any subject or level. They can range from simple prompts, like “Name one thing you learned today” or “Ask one question about today’s topic”, to more complex tasks like summarizing key concepts or proposing further questions for inquiry. Educators are encouraged to use exit tickets consistently, tailored to their teaching style, demonstrating that student input matters.  

Ultimately, exit tickets are more than just a routine; they bridge teaching and learning, helping students engage more deeply while providing teachers with meaningful feedback to improve instruction.  

References:  

Akhtar, Mubashara. Assessing the Effect of Agree/Disagree Circles, Exit Ticket, ..., Bulletin of Education and Research, Aug. 2020, files.eric.ed.gov/fulltext/EJ1280972.pdf.  

Buehl, D. “Wisconsin Teachers Union - WEAC Unites Educators.” Wait. Let Me Think about That., 2003, weac.org/news_and_publications/education_news/2004-2005/read_tier.aspx.   

Chin, Christine, and Jonathan Osborne. “Students’ questions: A potential resource for teaching and learning science.” Studies in Science Education, vol. 44, no. 1, Mar. 2008, pp. 1–39, https://doi.org/10.1080/03057260701828101. 

Freitas, Kripa. “Low-stakes writing in an active-learning classroom needs focus and feedback to be effective.” The Journal of Economic Education, vol. 54, no. 3, 11 Oct. 2022, pp. 243–255  

Montalto, Cassandra, and Sissy S. Wong. “Dogma spies.” The Science Teacher, vol. 89, no. 6, July 2022, pp. 52–57, https://doi.org/10.1080/00368555.2022.12293714. 

OpenAI. (2023). ChatGPT (Jun 5 version) [Large language model]. https://chat.openai.com/chat 

Seton, Henry. “Socratics, Remixed.” Educational Leadership, 2021, www.ascd.org/el/articles/socratics-remixed.