Any time I see a post on formative assessment one of the items highest on the list is some form of exit ticket or exit slip. I have seen countless versions of the paper/pencil and digital variety promising effective feedback. This post isn't to criticize that practice but rather to clarify. Those types of formative assessments can often fall into the feedback FOR YOU category. I don't want to diminish the value of these checks for understanding and as a teacher I have used my fair share. But it is important to distinguish the type of feedback loop that these formative assessments have the capability to create. I am going to try to break down my thinking here:
Step 1: After the lesson - student completes exit slip - teacher collects said slip and notes* the level of understanding and proficiency that the student displays (feedback for teacher)
Step 2: Teacher may return exit slip to student with written feedback or have the student self-correct... (varying degrees of possible feedback for student)
Step 3: Teacher adjusts instruction or flexible groups according to data on exit slip (feedback for teacher)
Step 4: Teacher communicates with students and forms groups or differentiates aims/work/support according to specific data on exit slip (again, varying degrees of possible feedback for student)
One of the most difficult but most crucial attributes of effective feedback is student self-assessment and ownership. Steps 2 and 4 allows for looping the student into their exit slip work, providing the golden second opportunity for revision and practice and transparency in the process - which gives feedback to the student and teacher.
*If an exit slip is graded and recorded in a gradebook it is no longer formative, it is a quiz.
I would love to hear about the ways that you use exit slips and other formative assessments to provide feedback to your students! #feedbackplease