HandSignalsUsed togauge studentunderstandingon a scale of1-5ScaffoldingBreaking up thelearning intochunks andproviding a tool, orstructure, witheach chunkLearningGapA discrepancybetween what astudent has learnedand what a studentwas expected tolearn by a specificpoint in theireducationInterviewsBriefconversationsthat provide adeep dive intostudent thinkingAcademicEfficacyAn increasedbelief thatstudents canlearnTargetedInstructionThe alignmentof specificstudent needsto establishedlearning goalsSelf-assessmentThumbsup,thumbsdownFREESPACE!DailyWhenformativeassessmentsshould begivenIntrinsicMotivationOccurs whenstudents areengaged because ofinternal rewards, likea love of learning orinterest in a subject.SummativeAssessmentUsed to evaluatestudent learning, skillacquisition, andacademicachievement at theconclusion of adefined instructionalperiodThink,Pair,ShareTogetherstudentsdiscuss andcompare theiranswers. ConceptMapA diagram thatshows therelationshipsbetweendifferent ideasTeachersThe creatorsof formativeassessmentsTheFormative5Observations,Interviews,HingeQuestions,Show Me, ExitTasksObservationsOccursthroughoutthe day,every dayBrainstormingUsed to get anidea of what thestudents alreadyknow about thetopicExitTasksCaptures themajor focus of thelesson andprovides a sampleof studentperformanceGuidingQuestionsUsed in thedevelopmentof theformativeassessmentRubricsTools whichenable learnersto put revisionandimprovementfront and centerGamificationHeightens studentengagement, canencouragecreative andcomplex thinkingFormativeAssessmentHelps studentsidentify theirstrengths andweaknesses andtarget areas thatneed workDescriptiveFeedbackSpecific informationin the form of writtencomments orconversations thathelp the learnerunderstand what sheor he needs to do inorder to improve.PerformanceAssessmentRequires students todirectly demonstratewhat they know andare able to dothrough open-endedtasksWAITTIMEThe amount of timea teacher pausesbetween asking aquestion and thebeginning of astudent's responseReflectionSurveyWhen students areincluded in the assessmentprocess by being asked orrequired to thinkindividually or together withothers upon their ownlearning experience, eitherin writing or orally.HingeQuestionsA diagnosticcheck, adeal breakerExitTicketUsed at the endof the lessonand revolvesaround the bigideaShowMeOn the spotdemonstrationofunderstandingHandSignalsUsed togauge studentunderstandingon a scale of1-5ScaffoldingBreaking up thelearning intochunks andproviding a tool, orstructure, witheach chunkLearningGapA discrepancybetween what astudent has learnedand what a studentwas expected tolearn by a specificpoint in theireducationInterviewsBriefconversationsthat provide adeep dive intostudent thinkingAcademicEfficacyAn increasedbelief thatstudents canlearnTargetedInstructionThe alignmentof specificstudent needsto establishedlearning goalsSelf-assessmentThumbsup,thumbsdownFREESPACE!DailyWhenformativeassessmentsshould begivenIntrinsicMotivationOccurs whenstudents areengaged because ofinternal rewards, likea love of learning orinterest in a subject.SummativeAssessmentUsed to evaluatestudent learning, skillacquisition, andacademicachievement at theconclusion of adefined instructionalperiodThink,Pair,ShareTogetherstudentsdiscuss andcompare theiranswers. ConceptMapA diagram thatshows therelationshipsbetweendifferent ideasTeachersThe creatorsof formativeassessmentsTheFormative5Observations,Interviews,HingeQuestions,Show Me, ExitTasksObservationsOccursthroughoutthe day,every dayBrainstormingUsed to get anidea of what thestudents alreadyknow about thetopicExitTasksCaptures themajor focus of thelesson andprovides a sampleof studentperformanceGuidingQuestionsUsed in thedevelopmentof theformativeassessmentRubricsTools whichenable learnersto put revisionandimprovementfront and centerGamificationHeightens studentengagement, canencouragecreative andcomplex thinkingFormativeAssessmentHelps studentsidentify theirstrengths andweaknesses andtarget areas thatneed workDescriptiveFeedbackSpecific informationin the form of writtencomments orconversations thathelp the learnerunderstand what sheor he needs to do inorder to improve.PerformanceAssessmentRequires students todirectly demonstratewhat they know andare able to dothrough open-endedtasksWAITTIMEThe amount of timea teacher pausesbetween asking aquestion and thebeginning of astudent's responseReflectionSurveyWhen students areincluded in the assessmentprocess by being asked orrequired to thinkindividually or together withothers upon their ownlearning experience, eitherin writing or orally.HingeQuestionsA diagnosticcheck, adeal breakerExitTicketUsed at the endof the lessonand revolvesaround the bigideaShowMeOn the spotdemonstrationofunderstanding

Formative Assessment! - Call List

(Print) Use this randomly generated list as your call list when playing the game. There is no need to say the BINGO column name. Place some kind of mark (like an X, a checkmark, a dot, tally mark, etc) on each cell as you announce it, to keep track. You can also cut out each item, place them in a bag and pull words from the bag.


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  1. Used to gauge student understanding on a scale of 1-5
    Hand Signals
  2. Breaking up the learning into chunks and providing a tool, or structure, with each chunk
    Scaffolding
  3. A discrepancy between what a student has learned and what a student was expected to learn by a specific point in their education
    Learning Gap
  4. Brief conversations that provide a deep dive into student thinking
    Interviews
  5. An increased belief that students can learn
    Academic Efficacy
  6. The alignment of specific student needs to established learning goals
    Targeted Instruction
  7. Thumbs up, thumbs down
    Self-assessment
  8. FREE SPACE!
  9. When formative assessments should be given
    Daily
  10. Occurs when students are engaged because of internal rewards, like a love of learning or interest in a subject.
    Intrinsic Motivation
  11. Used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period
    Summative Assessment
  12. Together students discuss and compare their answers.
    Think, Pair, Share
  13. A diagram that shows the relationships between different ideas
    Concept Map
  14. The creators of formative assessments
    Teachers
  15. Observations, Interviews, Hinge Questions, Show Me, Exit Tasks
    The Formative 5
  16. Occurs throughout the day, every day
    Observations
  17. Used to get an idea of what the students already know about the topic
    Brainstorming
  18. Captures the major focus of the lesson and provides a sample of student performance
    Exit Tasks
  19. Used in the development of the formative assessment
    Guiding Questions
  20. Tools which enable learners to put revision and improvement front and center
    Rubrics
  21. Heightens student engagement, can encourage creative and complex thinking
    Gamification
  22. Helps students identify their strengths and weaknesses and target areas that need work
    Formative Assessment
  23. Specific information in the form of written comments or conversations that help the learner understand what she or he needs to do in order to improve.
    Descriptive Feedback
  24. Requires students to directly demonstrate what they know and are able to do through open-ended tasks
    Performance Assessment
  25. The amount of time a teacher pauses between asking a question and the beginning of a student's response
    WAIT TIME
  26. When students are included in the assessment process by being asked or required to think individually or together with others upon their own learning experience, either in writing or orally.
    Reflection Survey
  27. A diagnostic check, a deal breaker
    Hinge Questions
  28. Used at the end of the lesson and revolves around the big idea
    Exit Ticket
  29. On the spot demonstration of understanding
    Show Me