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exit strategies

ex·it strat·e·gies

/ˈeɡzət/ /ˈstradəjēz/

Noun

Short, informal assessments, often issued just before the end of a class period, that help instructors assess students' understanding of the material. These allow students to reflect on what they've learned, express how they're thinking about course material, and think critically.

Using the One-Minute Paper to Assess Student Learning

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The one-minute paper is an assessment strategy that can be used to evaluate what students have learned and what they are struggling with. Students are asked two to three questions about a lecture, video, lab, field trip, discussion, or any other activity, and are given one minute to write their response. The questions should encourage students to consider what was most significant, surprising, important, disturbing, or useful, and what was unclear or difficult to understand.

Feedback Loops and Formative Assessment: Gathering Feedback from Students about the Effectiveness of Your Course

Feedback = idea, response, opinion, survey, comment, rating, result, advice

Don’t wait for formal evaluations to find out what your students are thinking and how they feel. A recent study by Jonas Flodén (2017) notes that “Student feedback pushes teaching choices … toward more student-teacher interaction” (Discussion section, para. 3). Findings like this illustrate the demand for more connection.

Using a 3-2-1 Activity to Assess Student Understanding

Credit: Board, Chalk, Marketing by athree23 via Pixabay, licensed under CC0

The 3-2-1 method is a student-centered formative assessment activity that can be used to gauge student understanding of course material and determine where students might need additional support. Students are asked to consider a lesson, video, lab, etc., and respond by describing three things they learned, two things they found especially interesting, and one question they still have.

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