Thursday, December 5, 2013

Exit Tickets: Die Ampel

Our last in-service focused on assessment - what's the point of assessment, how do/should we assess students, etc.  What my real take away from it was ongoing assessment.
Students put up their responses as they leave class

I'm still old school enough that I do end of unit quizzes.  I want that final assessment to both give me data on how the kids can handle the topic, as well as to give a little bit of an incentive for them to learn it now as opposed to whenever.

I try to do various types of formative assessments.  I'm fond of exit tickets, and during our PD this is something I looked at.  I had read an post from the Creative Language Class about exit tickets that got me thinking.

What I came up with is actually very similar.  As an exit ticket, I ask students to perform a task, then show them where they currently stand based on how they did on the task.  They write their answers on a post-it, then put their post-its on a traffic light poster I made.  Each color represents a different level of achievement (red = still needs work, yellow = doing alright, but could still improve, green = I've got this!).

Here's a sample for lower levels:

This is one for lower levels of German.  The question is in German (orange), but underneath I give an explanation of what I'm looking for (white).  This sets a goal for the students to achieve that's a little bit more precise.  After students have written down their answers on their post-it note, I show the specific benchmarks for each color.  As they leave class, they put up their post-it notes on the traffic light poster to see how the class is doing overall (see above!).

I plan on having my lower levels keep track of their progress.  I made a version of the traffic light for them.  When they get their exit tickets back, they go on the sheet (left, on top of the post-it picture).  Students then write the topic and date in the circle for reference.  After a while, I hope students will see trends (if they're improving, areas they typically struggle in, etc.).  We'll see how it goes!

Here's a sample for upper levels:

This one is for more advanced students.  The question is in German with no English clarification.  Instead of looking for a specific number of words or examples, I'm asking in general if they understand a concept.  If they don't (red), they need to ask questions about the part they don't understand.  If they sort of get it but still need clarification (yellow), they write their answer AND their questions.  If they think they've got it (green), they just provide an answer.

If you're interested in these exit tickets, they're available on my TPT account!

A look at entrance tickets...

I also looked at entrance tickets.  For some reason it had never occurred to me before, but once I thought about it I kind of liked it.  It seems like a great way to pre-assess what they might already know, especially for review or cultural topics.  Before we even start the lesson, students are thinking about the topic and it's a great jumping point for discussion.

The way I've done it so far is I stand in the doorway before class.  As students arrive, I hand them a ticket and tell them they have to fill it in BEFORE they can come into the classroom.  I've only done it twice so far, but I do like it.  It's definitely different... 20 to 30 students standing outside your room, writing against the lockers as other students go to their classes is something that stands out.  But that's really the point - it gets student attention before they've even walked into your room!

I'm playing around with the idea of having an entrance ticket as a homework assignment.  Maybe give them a topic, ask them to come up with questions about it... I don't know, I'm still trying to figure it out!

If you're interested in the entrance ticket I use, it's available for free on my TPT account - just click here!

- Frau Leonard


  1. What a great variation on the exit ticket. I love that you give them a copy of the traffic light so they can keep up with their own progress. I think that helps to hold them accountable. Thanks for sharing!

    1. Hopefully they'll use their copy to keep track of how they're doing - I'm really trying to get students to be active in evaluating their own progress this year!