An interesting post on the use of 'Exit Tickets' to assess understanding following a lesson and to use to inform planning for the next lesson. These are a single or very brief set of questions related to the objective that can be given to students to complete before they leave the room. The post describes what can then be done:

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On looking through exit tickets, it may be that:

a) All students got the answer right: recycle the exit tickets – students have ‘got it’, you can move on, the exit tickets are no longer needed.

b) All students got the answer wrong: recycle the exit tickets – students haven’t ‘got it’, you will need to reteach.

c) Some students got it right, some got it wrong (the most likely outcome): you could

1. Briefly revise key points in a starter.
2. Share a model student answer and discuss what makes it good.
3. Share a partial student answer and improve it together.
4. RAG mark the exit tickets and have students revise or extend their work accordingly.
5. Sit down with those students who’ve struggled at an appropriate part of the lesson.
6. Group students according to the task which is the most suitable next step.
7. Pair students with answers at different levels and ask them to compare the strengths and weaknesses of each.

Whatever you choose to do, it shouldn’t take very long.  Of the options above, number 6, grouping students by task, is likely to prove onerous, and I’d be unlikely to do it.

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The full blog post has example tickets in a number of subject. Please follow the link below for the full post:

Using exit tickets to assess and plan: ‘The tuning fork of teaching’