Teaching Strategy

Exit Tickets

Use exit tickets to assess students’ understanding, monitor their questions, or gather feedback on your teaching.

Published: February 24, 2008

Last Updated: September 25, 2023

Teaching Strategy

Language

English — US

Subject

Advisory
English & Language Arts
History
Social Studies

Grade

6–12

Overview

What Is an Exit Ticket?

Exit tickets (also called "exit cards") require students to respond to questions or prompts on a piece of paper that they will pass in to you before they leave class. These tickets provide you with immediate information that you can use to assess students’ understanding, monitor their questions, or gather feedback on your teaching. For students, exit tickets serve as a content review at the end of a daily lesson and enhance their metacognitive skills.

Procedure

Step 1

Students should have a pencil and paper. Teachers can prepare half-slips of paper with typed questions or write questions on the board for students to answer.

Since exit tickets must be turned in before students leave class, it is best if the prompts are specific and brief. They typically refer directly to the content that was studied, but they can also be general in nature.

Exit Ticket Ideas

List three things you learned in class today.
What questions, ideas, and feelings did this lesson raise for you?
What was your favorite moment of class? Why? What was your least favorite part of class? Why?
Evaluate your participation in class today. What did you do well? What would you like to do differently next time?
What do you need?
- What is something I can do as your teacher to support you in this class?
- What is something other students can do to support you in this class?
Don’t misunderstand me:
- One misunderstanding someone might have about me is . . .
- But really, the truth about me is . . .

Exit tickets can be structured using the 3-2-1 format and S-I-T: Surprising, Interesting, Troubling teaching strategies as well.

Step 2

Often, teachers have students complete exit tickets during the final five minutes of the class period. Depending on the purpose for having students complete exit tickets, teachers may have students complete them anonymously.

Step 3

Students may leave class when they turn in an exit ticket to the teacher.

It is often appropriate to share your findings from the exit tickets with students at the beginning of the next lesson. For example, you could mention that many students asked similar questions, so you will make sure to address these questions in subsequent lessons. Sometimes teachers type up the results of the exit tickets (without names) and have students respond to these comments as a warm-up during the next lesson. Letting students know that you have read their ideas and have used them to inform your teaching decisions helps build a classroom culture of respect and trust.

Handout

Have students complete this handout in order to assess their understanding and determine what concepts you need to revisit in the next lesson.

Handout

As you and your students get to know each other, use this Exit Ticket to give students an opportunity to tell you a few things about themselves.

A close up of a student writing in a Facing History workbook with a pencil.

Handout

Students use this handout to reflect on ways they'd like to "be seen".

Activity

Students reflect on a meaningful, inspirational, or thought-provoking quotation.

The back of a white book with a quote from Brianna Wiest which reads "I thought becoming myself was improving each part piece by piece. But it was finding a hidden wholeness seeing the fractures at the design."

Activity

The Rose, Thorn, Bud exercise increases students' self-awareness as they reflect on recent successes, challenges, and opportunities.

Teaching Strategy

This teaching strategy invites students to think about the “tools” they have access to that can help them take care of themselves and their community in the wake of traumatic news.

A student in a grey sweatshirt looks down at a paper with a pencil in hand.

Teaching Strategy

This strategy helps students engage with oral histories in order to deepen their understanding of how past events impacted individuals and communities, and to gain new perspectives on the present.

Activity

Students practice gratitude by naming and recording three good things that have happened that day.

Two students look to the front of the classroom with smiles on their faces.

Activity

Students use poetry as a spark for reflection and discussion about what’s happening in their lives and the world.

Four students in conversation with each other in a classroom.

Activity

Students use emojis to practice sharing what they are feeling while building empathy for their classmates.

A student looks down at their paper with a pen in hand. A smiling emoji is in the foreground.

Activity

Students engage with an intriguing image that lacks context or a title, drawing on their close viewing and analysis skills.

Assorted images of the outdoors organized in a grid on a beige wooden table.

Activity

This mood meter activity develops students’ vocabulary for describing their feelings and their empathy muscles.

Teaching Strategy

Educators will Introduce students to the concept of inferencing and then help them develop their inferencing skills.

A student reads a handout in the classroom.

Teaching Strategy

Students practice perspective-taking by representing the point of view of an assigned personality in a small-group discussion.

Five students sit around a table in discussion

Teaching Strategy

Students practice perspective-taking by representing the point of view of an assigned personality in a small-group discussion.

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Exit Tickets