Exit Ticket: A Strategy for Formative Assessment of Learning

Track: 60 Minute Podium

Session Number: 402
Date: Thu, Apr 25th, 2019
Time: 3:00 PM - 4:00 PM

Description:

Danley, A., McCoy, A., & Weed, R. (2016). Exit tickets open the door to university learning. Insight: A Journal of Scholarly Teaching, 11, 48-58.

Hampel, R. (2014). The final three minutes with 100 undergraduates. College Teaching, 62, 77-78. DOI: 10.1080/87567555.2013.803950

Mirenda, R. & Herman, R. (2015). Methods and strategies: Teaching in real time. Science and Children, 53, 80-85.

Pretorius, L. & Ford, A. (2016). Reflection for Learning: Teaching reflective practice at the beginning of university study. International Journal of Teaching and Learning in Higher Education, 28, 241-253.

Session Type: Education

Session Description: Exit tickets are a quick, structured form of self-reflection and assessment of learning that provide participants thoughts on learning, and help to direct future learning, critical thinking, clinical reasoning and reflection on practice. This formative assessment method can be used in undergraduate education settings, nurse residency programs and nursing orientations.

Primary Presenter Bio: Kathleen Wilson Neal, PhD. RN, CPN, CRRN teaches Pediatric Nursing at Wesley College in Dover, Delaware. She completed her doctoral education at Widener University in Chester, Pennsylvania, and has worked in both clinical and education settings as a nurse educator in Pediatrics. Her doctoral work was done in the area of how pediatric nurses construct their knowledge of the pediatric population, and how nurses learn to work with patients with chronic, complex healthcare issues and their families. She continues to work in the area of understanding how nurses learn to construct knowledge in practice.
Primary Presenter Institution: Wesley College, Dover, Delaware
Session Type: Education

Session Description: Exit tickets are a quick, structured form of self-reflection and assessment of learning that provide participants thoughts on learning, and help to direct future learning, critical thinking, clinical reasoning and reflection on practice. This formative assessment method can be used in undergraduate education settings, nurse residency programs and nursing orientations.

Primary Presenter Bio: Kathleen Wilson Neal, PhD. RN, CPN, CRRN teaches Pediatric Nursing at Wesley College in Dover, Delaware. She completed her doctoral education at Widener University in Chester, Pennsylvania, and has worked in both clinical and education settings as a nurse educator in Pediatrics. Her doctoral work was done in the area of how pediatric nurses construct their knowledge of the pediatric population, and how nurses learn to work with patients with chronic, complex healthcare issues and their families. She continues to work in the area of understanding how nurses learn to construct knowledge in practice.
Primary Presenter Institution: Wesley College, Dover, Delaware