Landsman, Moore, and Simmons (2008) state that when students have a concrete task due at the end of a class, they are more likely to be more diligent and engaged during the class. Furthermore, this enhances teachers’ confidence as they have continual physical evidence that learning has took place throughout the lesson or evidence that leads to the decision that re-teaching must occur. Exit slips are a strategy that allow teachers to respond in the present rather than at the end of a unit or term test.
Preddy (2008), has been a firm believer that plenaries are invaluable forms of AiFL for the classroom. Preddy explains that by using strategies such as Exit slips a teacher might learn “that a particular student is doing okay, requires further assistance, is enthusiastic and excited about something learned, or frustrated and feeling discouraged.” Hence measuring students’ knowledge is too important to be left to chance or to a one-time summative assessment.
Sing (2017) states that the goal of the plenary is to put the leaning in context, by linking it both to prior learning and to the coming stages. It should give the teacher the opportunity for formative assessment that the desired learning has indeed taken place. Which in turn allows the teacher to use this AfL to judge the next steps for future lessons.
Teachers recap often in a class period for pupils, but pupils themselves hardly ever sum up their own learning (Buehl,1995). Buehl’s research found that; “Exit slips provide a classroom activity that encourages students to reflect on their learning, to restate it in terms of their own understanding, and to assess where they are in learning.”
Fletcher-Wood (2018) acknowledges that although a pupil may be able to correctly answer a question at the end of a lesson it is natural that we forget what we learn rapidly and we must plan for this, he argues that it is however “far better to know what the pupils actually understood in the lesson- however fleeting that may be- than not to check at all.
With such findings showing significant relevance to learning and teaching, the practitioner group decided to carry out research in their own classrooms using Exit slips to identify if such prevalence will assist with pupil engagement, formative assessment, further planning and allow pupils to self-reflect on their learning.
This enquiry was carried out with the aim of finding out what happens when exit slips are introduced in an Administration and IT classroom setting. The enquiry analysed the impact on learning and teaching and pupil engagement.