PROMOTING THE USE OF “EXIT TICKET” AND “TRAFFIC LIGHT” METHODS AS MODERN FORMS OF ASSESSMENT IN THE EDUCATIONAL PROCESS OF ACADEMIC LYCEUMS

Аннотация

This article examines the pedagogical role, innovative significance, and potential impact of Exit Ticket and Traffic Light techniques in the educational process of academic lyceums, with particular attention to English language teaching. Using a conceptual review of formative assessment research, it argues that these techniques can make learners' understanding visible at the point when evidence can still influence instruction. Exit Tickets provide short written evidence at the end of a lesson, whereas Traffic Lights enable rapid self-assessment through green, amber, and red signals. Their value is not located in the cards, colours, or digital tools themselves, but in the instructional decisions that follow. When aligned with learning intentions and success criteria, the methods can support retrieval, metacognition, learner agency, differentiated support, and responsive lesson planning. The paper also identifies risks, including superficial prompts, unreliable confidence ratings, public labelling, and the failure to act on collected evidence. A staged model is proposed for institutional dissemination across academic lyceums.