Exit Cards: Creating a Dialogue for Continuous Evaluation

Autor/inn/en	Patka, Mazna; Wallin-Ruschman, Jennifer; Wallace, Tenille; Robbins, Candice
Titel	Exit Cards: Creating a Dialogue for Continuous Evaluation
Quelle	In: Teaching in Higher Education, 21 (2016) 6, S.659-668 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2016.1167033
Schlagwörter	Formative Evaluation; Achievement Rating; Achievement Gains; Instructional Effectiveness; Undergraduate Students; Research Methodology; Thematic Approach; Interpersonal Communication; Student Experience; Help Seeking; Coping; Success; Methods Courses; Georgia; Illinois + Suchen Sie Ihr Suchwort? Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Achievement gain; Leistungssteigerung; Unterrichtserfolg; Research method; Forschungsmethode; Themenzentrierter Unterricht; Interpersonale Kommunikation; Studienerfahrung; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Bewältigung; Erfolg; Methodisch-didaktische Anleitung
Abstract	This study explored the use of Exit Cards, which are formative evaluations of student knowledge and instruction undertaken at every class meeting. Its results are based on Exit Card data from two undergraduate research methods courses. Thematic analysis indicated that students used Exit Cards to communicate (1) what they learned, (2) challenges with course material, (3) experiences with peers, (4) requests for help, (5) challenges with coping, and (6) successes. While the present study is an initial exploration of the use of Exit Cards, it contributes to knowledge on the utilization of informal formative assessments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01