FormativeAssessmentHelps studentsidentify theirstrengths andweaknesses andtarget areas thatneed workLearningGapA discrepancybetween what astudent has learnedand what a studentwas expected tolearn by a specificpoint in theireducationWAITTIMEThe amount of timea teacher pausesbetween asking aquestion and thebeginning of astudent's responseShowMeOn the spotdemonstrationofunderstandingHingeQuestionsA diagnosticcheck, adeal breakerScaffoldingBreaking up thelearning intochunks andproviding a tool, orstructure, witheach chunkReflectionSurveyWhen students areincluded in the assessmentprocess by being asked orrequired to thinkindividually or together withothers upon their ownlearning experience, eitherin writing or orally.IntrinsicMotivationOccurs whenstudents areengaged because ofinternal rewards, likea love of learning orinterest in a subject.ConceptMapA diagram thatshows therelationshipsbetweendifferent ideasGuidingQuestionsUsed in thedevelopmentof theformativeassessmentGamificationHeightens studentengagement, canencouragecreative andcomplex thinkingTheFormative5Observations,Interviews,HingeQuestions,Show Me, ExitTasksAcademicEfficacyAn increasedbelief thatstudents canlearnDescriptiveFeedbackSpecific informationin the form of writtencomments orconversations thathelp the learnerunderstand what sheor he needs to do inorder to improve.ObservationsOccursthroughoutthe day,every dayBrainstormingUsed to get anidea of what thestudents alreadyknow about thetopicSelf-assessmentThumbsup,thumbsdownSummativeAssessmentUsed to evaluatestudent learning, skillacquisition, andacademicachievement at theconclusion of adefined instructionalperiodExitTicketUsed at the endof the lessonand revolvesaround the bigideaInterviewsBriefconversationsthat provide adeep dive intostudent thinkingFREESPACE!RubricsTools whichenable learnersto put revisionandimprovementfront and centerPerformanceAssessmentRequires students todirectly demonstratewhat they know andare able to dothrough open-endedtasksThink,Pair,ShareTogetherstudentsdiscuss andcompare theiranswers. TargetedInstructionThe alignmentof specificstudent needsto establishedlearning goalsExitTasksCaptures themajor focus of thelesson andprovides a sampleof studentperformanceDailyWhenformativeassessmentsshould begivenHandSignalsUsed togauge studentunderstandingon a scale of1-5TeachersThe creatorsof formativeassessmentsFormativeAssessmentHelps studentsidentify theirstrengths andweaknesses andtarget areas thatneed workLearningGapA discrepancybetween what astudent has learnedand what a studentwas expected tolearn by a specificpoint in theireducationWAITTIMEThe amount of timea teacher pausesbetween asking aquestion and thebeginning of astudent's responseShowMeOn the spotdemonstrationofunderstandingHingeQuestionsA diagnosticcheck, adeal breakerScaffoldingBreaking up thelearning intochunks andproviding a tool, orstructure, witheach chunkReflectionSurveyWhen students areincluded in the assessmentprocess by being asked orrequired to thinkindividually or together withothers upon their ownlearning experience, eitherin writing or orally.IntrinsicMotivationOccurs whenstudents areengaged because ofinternal rewards, likea love of learning orinterest in a subject.ConceptMapA diagram thatshows therelationshipsbetweendifferent ideasGuidingQuestionsUsed in thedevelopmentof theformativeassessmentGamificationHeightens studentengagement, canencouragecreative andcomplex thinkingTheFormative5Observations,Interviews,HingeQuestions,Show Me, ExitTasksAcademicEfficacyAn increasedbelief thatstudents canlearnDescriptiveFeedbackSpecific informationin the form of writtencomments orconversations thathelp the learnerunderstand what sheor he needs to do inorder to improve.ObservationsOccursthroughoutthe day,every dayBrainstormingUsed to get anidea of what thestudents alreadyknow about thetopicSelf-assessmentThumbsup,thumbsdownSummativeAssessmentUsed to evaluatestudent learning, skillacquisition, andacademicachievement at theconclusion of adefined instructionalperiodExitTicketUsed at the endof the lessonand revolvesaround the bigideaInterviewsBriefconversationsthat provide adeep dive intostudent thinkingFREESPACE!RubricsTools whichenable learnersto put revisionandimprovementfront and centerPerformanceAssessmentRequires students todirectly demonstratewhat they know andare able to dothrough open-endedtasksThink,Pair,ShareTogetherstudentsdiscuss andcompare theiranswers. TargetedInstructionThe alignmentof specificstudent needsto establishedlearning goalsExitTasksCaptures themajor focus of thelesson andprovides a sampleof studentperformanceDailyWhenformativeassessmentsshould begivenHandSignalsUsed togauge studentunderstandingon a scale of1-5TeachersThe creatorsof formativeassessments

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