Formative assessments, such as exit tickets, are effective tools for enhancing student reflection and understanding. While prevalent in K-12 education, their application in higher education remains underexplored. This study investigates the implementation of exit tickets in an undergraduate Principles of Marketing course, aiming to evaluate their influence on student engagement and resource utilization. Utilizing the MUSIC® Model of Academic Motivation Inventory, along with additional questions specific to exit ticket experiences, the study found that while exit tickets encourage students to engage more deeply with course material and make better use of educational resources, they have limited effectiveness in promoting extended study time. Furthermore, the impact on overall student motivation was negligible. These results suggest that while exit tickets can enhance certain aspects of student learning, their effectiveness in increasing sustained academic effort is constrained. This study contributes to the broader discourse on the applicability of formative assessments in higher education and highlights areas for future research on their integration and optimization.