Exit tickets

Also known as: exit slips, key takeaways, 3-2-1, what did we learn today?

Exit tickets are a formative assessment tool that require students to respond to a few key questions or prompts at the end of a lesson. They:

  • enable educators to quickly assess students' understanding of a concept
  • help students reflect on what they have learned and review their performance
  • can be modified to focus on wellbeing.

Exit tickets

ICT templates

How to use with ICT

External resources

Find out more resources
Title Link Description
Exit ticket from the Teacher Toolkit  Exit ticket Explains what, how and when to use Exit tickets. Offers three videos which explain how an early childhood, year four and high-school physics teacher use Exit tickets in their classrooms and includes a downloadable template.
How and when to use Exit Slips by Niels Vanspauwen How and when to use Exit Slips A comprehensive explanation of how and when to use exit slips. Offers an informative video and examples of exit ticket prompts.
Digital exit tickets by Cristina Conciatori Digital exit tickets Summary of four reliable electronic digital exit tickets for teachers includes useful links on how to navigate these digital environments.
Cognitive wrappers by José Antonio Bowen Cognitive wrappers Explains pedagogy and academic research, offers an editable Word template master and cognitive wrapper templates for writing, discussion, science and STEM. All are oriented to senior students.


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The department accepts no responsibility for content on third-party websites.

Personalised learning

Students with disability

When planning to use technology in the classroom it is important to consider the diversity of your learners. Universal Design for Learning (UDL) is a framework to guide the design of learning environments that are accessible and effective for all. For UDL guidelines, information and additional materials, visit the CAST website.

Many students require technology as an adjustment to support their access to learning. Adjustments (NESA) are actions taken that enable a student with disability and additional learning needs to access syllabus outcomes and content on the same basis as their peers. Enrol in the Personalised learning with technology online course to help you make more informed decisions regarding technology.


To support your understanding of inclusive curriculum planning, enrol in the microlearning course: Curriculum planning for every student in every classroom. This online series is designed to equip K-12 teachers to effectively identify and meet the diverse learning needs of all their students


High potential and gifted learning and support

When planning to use technology in the classroom it is important to consider the full range of abilities of all learners. High potential and gifted learners may require additional adjustments and deliberate talent development.  These strategies include differentiation, grouping, enrichment and advanced learning pathways so students can be engaged, grow and achieve their personal best.


Assessing and identifying high potential and gifted learners will help teachers decide which students may benefit from extension and additional challenge. Effective strategies and contributors to achievement for high potential and gifted learners helps teachers to identify and target areas for growth and improvement. School leaders can access the Evaluation and Planning Tool to support strategic improvement planning.


Recognising the diversity of high potential and gifted students represented in classrooms across 4 domains of potential can be explored further by accessing illustrations of practice.


For further support and advice about how to tailor learning for high potential and gifted students from all backgrounds, visit the High Potential and Gifted Education web section, High Potential and Gifted Education Policy or attend one of the professional learning courses on offer.

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