S'more Info Session — Designing Exit Tickets
S'more Info Session — Designing Exit Tickets
Watch this S'more Info Session on Designing Exit Tickets with Flint and learn how to create AI-powered formative assessments, gather real-time student data, identify misconceptions, and generate personalized follow-up activities to improve classroom instruction.
Teddy Lane, Customer Success Engineer at Flint
In this S’more Info Session on Designing Exit Tickets with Flint, we explored how teachers can use AI-powered activities to gather meaningful formative assessment data in just a few minutes at the end of class. The session focused on designing exit tickets that move beyond simple completion checks and instead provide actionable insights into student understanding, misconceptions, and readiness for future lessons.
The session combined a live activity-building demonstration with walkthroughs of Flint’s analytics and follow-up tools, showing how teachers can create exit tickets from existing lesson materials, collect multimodal student responses, and automatically generate next steps for individual students or entire classes.
Content covered in this session includes:
Creating an exit ticket directly from existing lesson materials, including slide decks and worksheets, by uploading them to Flint and prompting Sparky to design a short, targeted formative assessment aligned to lesson objectives.
Using speech-to-text while building activities, allowing teachers to rapidly describe their instructional goals and desired student outcomes without needing to manually write detailed prompts.
Designing conversational exit tickets that ask students to explain concepts in their own words, demonstrate understanding, and respond to follow-up questions within a timed activity.
Adjusting activity behavior through Flint’s manual builder, including modifying Sparky’s instructions, controlling scaffolding, limiting response time, and refining assessment expectations after initial activity creation.
Incorporating multimodal responses such as whiteboards, diagrams, images, handwritten work, and voice responses to give students multiple ways to demonstrate understanding.
Building science-specific assessment tasks where students create labeled diagrams, draw and explain processes, and demonstrate conceptual understanding alongside traditional written responses.
Using Flint’s timing controls to create quick 2–3 minute exit tickets that fit naturally into the final moments of a class period while ensuring students complete the activity within a set window.
Previewing and simulating activities from the student perspective to test activity flow, identify needed revisions, and ensure prompts produce the desired evidence of learning before assigning to students.
Leveraging language settings to create speaking-based exit tickets for world language classrooms, including support for multiple languages, dialects, voice interactions, and conversational practice activities.
Creating custom grading rubrics that provide structured proficiency levels while remaining low stakes and formative, with options to make rubric feedback visible or hidden from students.
Accessing class-wide learning analytics that surface strengths, common misconceptions, and areas for improvement immediately after students complete an activity.
Reviewing highlighted student conversations that demonstrate where misconceptions occurred, allowing teachers to quickly identify patterns and understand exactly how students are reasoning through content.
Using Flint’s live “Needs Attention” dashboard during class to identify students who are struggling in real time and provide targeted support before the activity concludes.
Generating AI-powered follow-up activities based on class-wide trends, allowing teachers to turn exit ticket data into entrance tickets, reteaching activities, or targeted review sessions for the following day.
Creating individualized follow-up activities for specific students, with Sparky automatically generating personalized practice based on each learner’s strengths, misconceptions, and demonstrated needs.
Previewing future curriculum and standards alignment capabilities that will allow Flint to recommend next instructional steps based on course standards, curriculum sequences, and assessment results.
Slides from the presentation can be found here.
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00:00 Introduction
- Teddy Lane welcomes attendees and introduces the S’more Info Session format, explaining that these sessions are shorter, more focused versions of Flint’s Campfire webinars designed to explore specific classroom strategies and platform features.
Participants share their grade levels, subject areas, and locations, highlighting a mix of humanities, STEM, and world language educators from schools at different points in the academic calendar.
Teddy frames the session around designing effective exit tickets with Flint, emphasizing the role of formative assessment in helping teachers understand student learning before the next lesson rather than relying on paper-based review after class.
Drawing on his experience teaching anatomy, physiology, and IB mathematics, Teddy reflects on the purpose of exit tickets: identifying misconceptions, gauging readiness for future content, and adjusting instruction to meet students where they are.
03:40 What we'll cover today
Teddy outlines the session agenda, which includes building an exit ticket from scratch, experiencing the activity from a student perspective, analyzing the resulting formative assessment data, and exploring how that data can inform future instruction.
Attendees are encouraged to think about how exit tickets fit within their own content areas and to share ideas and questions throughout the session.
The instructional goal is framed around helping teachers create assessments that provide immediate insight into student understanding, making it easier to identify misconceptions and prepare targeted support for the following lesson.
Teddy introduces a biology lesson on photosynthesis as the example scenario that will be used throughout the demonstration, focusing on foundational concepts students must understand before progressing deeper into the unit.
06:50 Photosynthesis exit ticket
Teddy demonstrates how to create an exit ticket directly from existing lesson materials by uploading a slide deck and worksheet into Flint and using them as context for Sparky.
Using speech-to-text, he prompts Sparky to design a short, 2–3 minute formative assessment that asks students to explain photosynthesis in their own words, identify why it is important, and demonstrate understanding of key concepts taught during the lesson.
The activity is intentionally designed as a conversational assessment rather than a traditional quiz, allowing Sparky to ask follow-up questions and gather richer evidence of student understanding.
Teddy highlights how teachers can inspect and modify activity behavior within Build Manually, reviewing Sparky’s instructions and making targeted adjustments without rebuilding the activity from scratch.
He demonstrates refining the activity by requiring students to provide their own vocabulary rather than having Sparky supply key terms, increasing the rigor of the assessment.
The exit ticket is expanded to include a diagramming task where students create a labeled plant cell showing key photosynthesis components such as sunlight, water, carbon dioxide, oxygen, sugar, and thylakoids.
Students are also asked to construct the balanced chemical equation for photosynthesis, providing evidence of both conceptual and procedural understanding.
Teddy showcases Flint’s timing controls, demonstrating how teachers can limit total session duration or control the amount of time students have to respond to individual prompts.
World language features are previewed, including support for different languages, dialects, and voice-based interactions that allow teachers to create speaking-focused exit tickets.
The activity is then tested from a student perspective, showing how students interact with Sparky through written or spoken responses and how the timer begins only after a student starts engaging with the activity.
Teddy demonstrates Flint’s whiteboard feature, allowing students to draw diagrams directly within an activity using shapes, arrows, labels, and freehand annotation tools.
An alternative workflow is shown where students complete handwritten work on paper and upload photographs of their diagrams for Sparky to analyze and discuss.
The demonstration highlights Flint’s ability to interpret visual student work, identify key concepts within uploaded images, and incorporate those observations into the ongoing conversation.
27:29 Formative data an assessment can provide
Teddy shifts from activity creation to data analysis, demonstrating how completed exit tickets generate actionable classroom insights for teachers.
Using an economics activity focused on supply and demand, he shows how Flint summarizes class-wide performance and surfaces strengths, misconceptions, and common areas for improvement.
The class snapshot view is presented as a tool for identifying instructional trends, helping teachers determine whether misconceptions stem from individual students or broader gaps in instruction.
Examples are shown of how Flint highlights specific student responses associated with common misconceptions, allowing teachers to quickly understand where confusion originated.
Teddy demonstrates Flint’s follow-up activity generator, which uses assessment results to automatically recommend entrance tickets, reteaching activities, or targeted review exercises for future lessons.
The upcoming standards and curriculum alignment capabilities are previewed, showing how Flint will eventually recommend follow-up activities tied directly to curriculum sequences and learning standards.
The live “Needs Attention” dashboard is introduced, providing real-time alerts when students appear to be struggling during an activity so teachers can intervene before class ends.
Teddy explains how teachers can monitor this dashboard while circulating around the room, allowing them to provide targeted support exactly when students need it.
Individual student analytics are explored, including strengths, areas for improvement, rubric performance, and overall proficiency levels.
A standards-based rubric example is shown, illustrating how teachers can provide low-stakes formative feedback through categories such as proficient, developing, and insufficient.
Teddy demonstrates how to drill into an individual student's session to view detailed feedback, understand specific misconceptions, and review evidence collected during the conversation.
Personalized follow-up activities are generated for individual learners, with Sparky automatically creating targeted remediation based on each student's demonstrated needs.
38:13 Conclusion
The session concludes with a discussion of how exit tickets can serve as one component of a larger instructional cycle, helping teachers gather evidence of learning, identify misconceptions, and prepare differentiated support.
Teddy encourages attendees to experiment with converting existing lesson materials into Flint activities and to explore multimodal options such as diagrams, whiteboards, voice responses, and uploaded student work.
Additional examples are provided for world language classrooms, including conversational speaking assessments, pronunciation practice, and rubric-based evaluation of language skills.
The grading rubric builder is revisited, showing how teachers can create custom proficiency scales and determine whether rubric feedback is visible to students.
Teddy answers questions about upcoming curriculum and standards features, explaining how teachers will be able to align activities to established frameworks or upload custom standards for Sparky to reference.
The webinar closes with an invitation for educators to continue experimenting with Flint, share feedback with the team, and use Sparky as a design partner when creating future formative assessments and classroom activities.