Abstract

This paper compares the effectiveness of two kinds of formative assessments, specifically entrance and exit tickets, on student performance in an introductory cybersecurity engineering course. Previously, the authors demonstrated the addition of low-stakes, weekly feedback in the form of digital quizzes at the beginning and ending of a laboratory session were effective in raising students’ laboratory report and examination scores for students in the Fall 2022 course when compared to a student cohort class who did not receive the formative assessments (Fall 2021). The current paper examines whether timing of the formative assessment, either at the beginning (entrance ticket) or at the end (exit ticket) had a larger effect. Analysis of 70 students’ data from the Fall 2022 class revealed that both entrance and exit ticket scores positively influenced lab report scores, with entrance tickets having a slightly stronger effect.

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