Aligning Exit Tickets With Objectives
One aspect of assessment I have vastly improved throughout this school year is aligning my exit tickets to my objectives, and using the data to plan my next steps for instruction. In the fall, I developed abstract exit tickets based on what I thought the students should know rather than on concrete objectives. The data that I pulled from these exit tickets was invalid because it did not test the objectives from the lessons. In the spring, I focused more on aligning my exit tickets to my lesson objectives. As seen in the exit slip from spring, the questions closely align with the objectives for the lesson. I have been able to effectively analyze data from my improved exit tickets, and plan for my next instructional steps.
Fall  Objective: Identify and describe basic map features. | Spring Objectives: 1) Analyze and describe components of Cornell Notes. 2) Identify the main idea and supporting details of "The Changing Face of America." |
Analyzing Data
 Blue=First Attempt Red=Second Attempt |  Blue=First Attempt Red=Second Attempt |
The above exit ticket was given to students during a unit on the Middle East. After the first attempt, I noticed that a large percentage of students were in the does not meet, and incomplete range based on the rubric I used. The following class period, I did a re-teach of the material using a graphic organizer that required students to analyze the cause and effect of events in the history of the Middle East Conflict. Students were not given their first exit ticket back as I did not want them to memorize the answers, and were given the same exit ticket the following class period. Based on the data from the second attempt, I had a higher percentage of students meeting and exceeding standards. This is a technique I have used frequently when analyzing exit ticket data.
Formative Assessments
Throughout my training year, I have implemented checks for understanding (CFUs) in a variety of ways to collect formative data during lessons. By implementing CFUs into my lessons, I am able to gauge the level of students' understanding and determine next steps for either reteaching or using other examples to further explain concepts. In this video clip, I use the over-the-shoulder technique as well as response fingers (in replace of response cards/whiteboards) to check for student understanding. By walking around while students are completing learning tasks, I am able to check for accuracy, provide assistance, and monitor progress. I have found this to be especially effective in helping students who need extra support because it is done in a discreet way. I also like the response fingers technique because it allows me to evaluate the class as a whole at once. From the responses, I can plan next steps for instruction.
