Presenters: Quennie S. Dong, Emily T. Heng, Tianyi Guan, Jennifer M. Correa, Erica Higa. Poster Presentation
Research Title: Exit Ticket Analysis: Implications for Formative Assessments
Faculty Advisor: Hosun Kang
The type of instruction most science students experience in urban classrooms focuses on knowledge transfer rather than giving students the opportunity to show and advance their ideas as advocated by the Next Generation Science Standards. Exit tickets, a type of student formative assessment can be used to reveal student thinking and help shift instructional practices. In this study, we investigated exit tickets assigned by four teacher candidates during a summer lab school program. The nature of the exit ticket questions from each day (10 total) were coded thematically as open-ended or closed-ended, conceptual or applied, and single part or multipart. 463 student exit tickets from 10 days of instruction were coded to determine the extent to which their thinking was visible. Student responses were analyzed for comprehension of concepts and the ability to apply their responses to other aspects. The framing of exit ticket questions elicited different types of student responses. More varied student thinking was visible from open-ended and application focused questions than closed-ended and conceptual questions. Additionally, students typically answered only one part of multipart questions. These findings suggest teacher candidates should utilize more open-ended and application focused questions in formative assessments to make student thinking visible. Using close-ended questions and front-loading concepts will likely elicit less variance in student responses and therefore minimally inform teacher candidates of students’ level of understanding. Additionally, teachers should consider asking single part questions, allowing students to focus on providing more rich and detailed responses.
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