Inquiry project reflection

In my inquiry project, I explored formative assessment and the use of exit slips. This concept caught my interest after observing their implementation in this course and language arts classes. These tools often promote reflection and help students consolidate their learning. I wanted to investigate how exit slips might be used in math classrooms to help students better answer the question, “What did you do in class today?” Furthermore, I wanted to create spaces for critical thinking when vertical non-permanent spaces were unavailable. 

Much of the information I discovered aligned with my initial expectations. I found that formative assessments are invaluable tools that allow teachers to adjust their instruction while allowing students to reflect on their learning. Additionally, exit slips enable students to review and reinforce knowledge. However, one new insight I encountered was the distinction between high and low thinking demands. Lower-level thinking tasks focus on memorization and algorithmic thinking, while higher-level tasks require procedures with context and non-algorithmic thinking. This distinction made me curious about what types of tasks and questions would best promote higher-order thinking in students for exit slips. I was also surprised by the differing opinions on grading exit slips. Some sources argue that marking exit slips is beneficial, as it provides individualized feedback and encourages more thoughtful responses. On the other hand, others believe it adds unnecessary workload for teachers and may undermine the open, reflective nature of the tool. This led me to consider how to balance feedback with workload, and how to structure exit slips in a way that supports both teacher efficiency and meaningful student reflection.

Looking ahead to Inquiry 2, I’m eager to delve deeper into the practical application of formative assessment tools, particularly focusing on how these tools can be effectively integrated at the end of lessons. I plan to research and experiment with different exit slip designs that encourage both reflection and consolidation. Some strategies I’m interested in include gamification, charts like KWL or flow diagrams, and incorporating open-ended questions. Furthermore, I wish to explore lesson closure activities that engage students in deep, reflective learning.

Below are my slides: 

Formative assessment and implementation of exit slips