The Stoplight Method: An End-of-Lesson Assessment
Lesson Objective: Use exit slips to assess learning
All Grades / All Subjects / Exit Slips


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Thought starters

  1. What kinds of obstacles might students write on the red light?
  2. How could the data gathered from the exit slips be used to inform future lessons?
  3. How could you adapt the three categories of feedback for your classroom?

I do like this idea and it gives immediate feedback to the teacher. I believe the students' engage in deeper learning when they are required to respond and give feedback about what they learned, what questions, and what stopped them. The teacher can use all of the feedback to direct her future learning for the students. Adapting this style with my business classes could be useful. 

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It seems like a great tool to use. It not only helps the student assess themselves but it always helps the teacher know how to construct or group the students for future lessons.
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Nice idea. A similar system is used as an exit ticket for our 7th grade students. We ask the students an assessment of what they learned regardless of the core topic being discussed. This strategy can lead to improvement of student learning as well as classroom instruction. In addition, we as teachers can help them to improve our lesson plans throughout the week.
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The Stoplight method as demonstrated in the video could be easily implemented within my 3rd grade classroom. Implementation of this method would require minimal materials, provide immediate assessment of what went well/ not so well, and how to prepare for next day instruction.
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This stop light method as an exit ticket for the lesson looks like a great way to gage where the students are at. Not only does this help the teacher see where they can improve but also makes the kids reflect on their own learning. I wonder if going over this reflection the next day would be useful?
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  • [00:00]
    Interviewer: [Music sounds]. One way that I like to collect formative assessments is using my end-of-class stoplight method. [Ringing

    Interviewer: [Music sounds]. One way that I like to collect formative assessments is using my end-of-class stoplight method. [Ringing and music sounds].

    Before you leave, I'm gonna quickly give you a sticky note. [Music sounds]. I want you to either write one of these three things.

    Students use a Post-it note to, first of all, write either what they learned and post it on the green light. [Bell sound]. What questions they considered. Post it on the yellow light.

    Did you consider an idea, a question, or you're going to tell me what you considered.

    Often times, the most important, if anything stopped their learning during class and put that on the red light. [Bell sound]. Really helps me understand not only what went well during class, but also
    what I need to do to prepare for the next day. [Music sounds]
    [00:51] sounds].

    [End of Audio].

School Details

Johnston Senior High School
6501 Northwest 62nd Avenue
Johnston IA 50131
Population: 1548

Data Provided By:



Sarah Brown Wessling
English Language Arts / 10 11 12 / Teacher


Teaching Practice

Project-based Learning, PBL, Projects, Engagement

Teaching Practice

All Grades/ All Subjects/ Culture

Teaching Practice

All Grades / All Subjects / Culture

TCH Special

Grades 6-12, All Subjects, Civic Engagement


Lesson Planning


Professional Learning


Next Generation Science Standards