Running head: LITERATURE REVIEW: DOMAIN

B 1

Literature Review: Domain B

Andres Gonzalez

National University
LITERATURE REVIEW: DOMAIN B 2

Abstract

This Literature Review will examine one of artifacts I have chosen to include in domain

B of my Professional Development Quest Portfolio. The artifact chosen is an exit ticket given to

a third grade student aligning to standard 3.NF.A.2 understanding fractions on a number line.

The article Exit Tickets Open the Door to University Learning examines a study done by Four

instructors from a mid-western university who implemented exit tickets for university courses.

These tickets are based on Robert Marzano’s types of exit tickets. Upon completion, surveys

were done to determine the benefits of using this type of formative assessment. This review

highlights their findings and why I use exit tickets in the classroom.
LITERATURE REVIEW: DOMAIN B 3

When selecting an artifact for domain B of my Professional Development Quest Portfolio

is was not very difficult choosing an exit ticket to align with Teacher Performance Expectations

2 and 3. TPE 2 states “Candidates use multiple measures for progress monitoring throughout

instruction to determine if all students are understanding content and making progress toward

identified key concepts from state-adopted academic standards (CCTC, 2013, p. 11).” The use of

an exit ticket meets this expectation. Artifact 3 within domain B is an exit ticket given in my

third grade class focusing on standard 3.NF.A.2.This standard focuses on student’s ability to

understand fractions on a number line. For mastery of the standard students should be able to

represent a fraction on a number line diagram by defining the interval from 0 to 1 as a whole and

partioning it into equal parts.

According to the article Exit Tickets Open the Door to University Learning, exit tickets

provide an easy way to assess student learning. The article is based on a study of four university

professors giving exit tickets to university students to determine the benefits of exit tickets as

formative assessment. These benefits include teachers refining practice based on student need,

the stimulation of student self-analysis, and data collection (Angela, 2016, p. 48.).

My usage of exit tickets is a formative way to provide me as the instructor the

information needed to make any adjustments to my instruction. My exit ticket also shows a

response to a prompt highlighted in the university study from Robert Marzano. Marzano’s

prompt asks students to rate their level of understanding. Students use a number scale from one

to four ranging from 1 totally lost, 2 confused, 3 understand but can’t explain it, and 4

understand enough to teach. (Marzano, 2012, p. 80). In my artifact my student rated herself a 3

that she understands it enough to get the answer but cannot explain it. This rating allows me to

shift my instruction to work on student explanations of the standard.

LITERATURE REVIEW: DOMAIN B 4

The rating system is also a great way to stimulate student self-analysis. In other exit

tickets I can ask students to express how hard they worked and why. Marzano states this type of

prompt ask students to “reflect on their effort used in class rather than the content (Marzano,

2012, p.80).” Student self-analysis can also help a teacher in making proper adjustments in

teaching the standards. The teacher can implement various strategies and choose which works

best based on student need. This satisfies TPE 3 in the interpretation and use of assessments.

The article also discusses that exit tickets can be used for data collection. The instructors

provided students with a different exit ticket for four weeks using various prompts from

Marzano. This allowed instructors to document how students respond to various strategies and

hold students accountable for what they were learning. Concluding, exit tickets are a simple

assessment that has numerous benefits for both students and instructors.
LITERATURE REVIEW: DOMAIN B 5

References

Angela, D., McCoy, A., & Weed, R. (2016). Exit Tickets Open the Door to University Learning.

InSight: A Journal of Scholarly Teaching, 11, 48-58

Marzano, R. (2012). Art and science of teaching: The many uses of exit tickets. Educational

Leadership, 70(2), 80-81. Retrieved from http://www.ascd.org/publications/educa tional-

leadership.aspx

The California Performance Expectations. California Commission on Teacher Credentialing

(2018) Retrieved November 18, 2018, from https://www.ctc.ca.gov/docs/default-

source/educator-prep/standards/adopted-tpes-2013.pdf