Campus Location

Abilene Campus

Date of Award

Spring 5-11-2019

Document Type

Manuscript

Department

Teacher Education

Degree Name

Master of Education in Teaching and Learning

First Advisor

Dr. Sam Stewart

Second Advisor

Dr. Andrew Huddleston

Abstract

Formative assessment is a common practice in classrooms across every grade-level. The purpose of this study was to see what happens to the test grades of seventh-grade science students following the completion of a consistent exit ticket for an entire unit with the following two questions: What was your biggest takeaway from today’s material? What test question can you write using the material from today? The author collected data through student test records, classroom documents, student surveys, student interviews, and note takings. For analysis, the author used the constant comparative method, as well as descriptive statistics. The author found the following themes after data analysis: writing test questions is hard, positive perceptions of the new exit ticket, perceptions of student metacognitive levels, a slight increase in test scores, and no change in ability to write a test question.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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