Seredinski, A. M. (2022, April), Exit Tickets for the Introductory Engineering Physics Classroom  Paper presented at ASEE-NE 2022, Wentworth Institute of Technology, Massachusetts. 10.18260/1-2--42172

\bibitem{asee_peer_42172}
  Seredinski, A. M. (2022, April), \emph{Exit Tickets for the Introductory Engineering Physics Classroom}
  Paper presented at ASEE-NE 2022, Wentworth Institute of Technology, Massachusetts.
  10.18260/1-2--42172

Andrew Michael Seredinski.  "Exit Tickets for the Introductory Engineering Physics Classroom".  ASEE-NE 2022, Wentworth Institute of Technology, Massachusetts, 2022, April.  ASEE Conferences, 2022.  https://peer.asee.org/42172 Internet.  25 Apr, 2024

\bibitem{asee_peer_42172}
  Andrew Michael Seredinski.
  "Exit Tickets for the Introductory Engineering Physics Classroom".
  \emph{ASEE-NE 2022, Wentworth Institute of Technology, Massachusetts, 2022, April}.
  ASEE Conferences, 2022.
  https://peer.asee.org/42172 Internet.  25 Apr, 2024

@INPROCEEDINGS{asee_peer_42172
author = "Andrew Michael Seredinski"
title = "Exit Tickets for the Introductory Engineering Physics Classroom"
booktitle = "ASEE-NE 2022"
year = "2022"
month = "April"
address = "Wentworth Institute of Technology, Massachusetts"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/42172}
number = {10.18260/1-2--42172}
}

TY  - CPAPER
AB  - Exit Tickets for the Introductory Engineering Physics Classroom

Exit tickets are a well-established formative assessment tool, consisting of brief student feedback gathered at the end of a lesson. This work analyzes exit ticket responses from eight sections of introductory engineering physics courses over three semesters (approximately 240 total students). These tickets provided two prompts after each lecture period: 1) What question do you still have after today's class? and 2) Apply today's topic to something in the world around you. The first question provides the instructor with an opportunity to identify common gaps in student understanding, while the second provides students with an opportunity to organize their knowledge and forge connections. No more than five minutes of class time each day was allotted for these assessments.

The responses to these prompts provide a rich qualitative data set. Here, I discuss the formative value these prompts had for lesson planning in my introductory engineering physics classroom. I also evaluate several methods of exit ticket delivery for both online and in-person courses. Further, I discuss how these exit tickets provided a way for struggling students to reach out, likely by opening a simple (indeed, obligatory) avenue of private communication to the instructor. Drawbacks of implementing exit tickets with significant numbers of students are also considered, as qualitative responses demand individual attention. Finally, I ask whether quantification of the exit ticket results can be predictive of engineering physics course success more broadly, either by replacing open-ended responses with multiple-choice options, or by manually coding prompt responses.
AU  - Andrew Michael Seredinski
CY  - Wentworth Institute of Technology, Massachusetts
DA  - 2022/04/22
PB  - ASEE Conferences
TI  - Exit Tickets for the Introductory Engineering Physics Classroom
UR  - https://peer.asee.org/42172
DO  - 10.18260/1-2--42172
ER  -