The Use Of Exit Tickets As A Formative Assessment Tool In Lower Secondary Physics

Abstract

This conference paper examines the use of exit tickets as a practical formative assessment tool in lower secondary physics. Exit tickets are brief end-of-lesson prompts that elicit evidence of students’ conceptual understanding, reasoning, misconceptions, and perceived learning difficulties. Their value lies not in collecting short written responses alone, but in using the evidence to adapt subsequent instruction. The paper proposes a physics-specific exit-ticket model that combines three complementary functions: checking conceptual understanding, eliciting scientific reasoning, and prompting learner reflection. Sample prompts are illustrated for Grade 7 topics such as motion, force, pressure, electricity, and experimental work. The proposed approach positions the exit ticket within a formative cycle of eliciting evidence, interpreting responses, identifying learning gaps, and planning responsive teaching. Particular attention is given to concise prompt design, diagnostic usefulness, feedback, and the avoidance of purely recall-based questions. As a methodological paper, it does not claim experimental effect sizes; rather, it offers a structured framework that can be tested in future classroom studies. The approach is intended to support responsive physics teaching, student metacognition, and the gradual development of evidence-based scientific reasoning.