This research explores how instructional scaffolding can assist students to perform on a Classroom Assessment Technique (CAT), called an Exit Ticket. Students received an opportunity to complete a low-stake CAT in an Organizational Behavior course (70311) at CMU-Q. CATs help students and instructors monitor learning and providing scaffolding can influence how students perform on the CAT and what they learn. The goal of the specific CAT in this course – the Exit Ticket – is to help students develop critical self-reflection in the form of self-authorship and reflective judgement; students practice how to make their own claims (i.e., self-authorship) and support their claims with reasons (i.e., reflective judgement).
