Upon identifying a problem of practice centering on students and staff alike focusing on points and grades instead of learning, a small team of teachers were assembled to participate in a cycle of inquiry. The purpose of this cycle of inquiry was to research and test the effectiveness of an intervention related to assessment. The team selected a student self-assessment in the form of an exit slip. Qualitative methods were used to code teacher responses while they implemented the exit slip with students. The team ultimately found that they were able to use the exit slip feedback from the students to inform their instruction. They also found value in the cycle of inquiry process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]