ShowMeOn the spotdemonstrationofunderstandingDescriptiveFeedbackSpecific informationin the form of writtencomments orconversations thathelp the learnerunderstand what sheor he needs to do inorder to improve.ExitTasksCaptures themajor focus of thelesson andprovides a sampleof studentperformanceGamificationHeightens studentengagement, canencouragecreative andcomplex thinkingIntrinsicMotivationOccurs whenstudents areengaged because ofinternal rewards, likea love of learning orinterest in a subject.AcademicEfficacyAn increasedbelief thatstudents canlearnFREESPACE!GuidingQuestionsUsed in thedevelopmentof theformativeassessmentSelf-assessmentThumbsup,thumbsdownSummativeAssessmentUsed to evaluatestudent learning, skillacquisition, andacademicachievement at theconclusion of adefined instructionalperiodRubricsTools whichenable learnersto put revisionandimprovementfront and centerConceptMapA diagram thatshows therelationshipsbetweendifferent ideasScaffoldingBreaking up thelearning intochunks andproviding a tool, orstructure, witheach chunkWAITTIMEThe amount of timea teacher pausesbetween asking aquestion and thebeginning of astudent's responseFormativeAssessmentHelps studentsidentify theirstrengths andweaknesses andtarget areas thatneed workInterviewsBriefconversationsthat provide adeep dive intostudent thinkingDailyWhenformativeassessmentsshould begivenLearningGapA discrepancybetween what astudent has learnedand what a studentwas expected tolearn by a specificpoint in theireducationTeachersThe creatorsof formativeassessmentsPerformanceAssessmentRequires students todirectly demonstratewhat they know andare able to dothrough open-endedtasksHandSignalsUsed togauge studentunderstandingon a scale of1-5TargetedInstructionThe alignmentof specificstudent needsto establishedlearning goalsExitTicketUsed at the endof the lessonand revolvesaround the bigideaTheFormative5Observations,Interviews,HingeQuestions,Show Me, ExitTasksBrainstormingUsed to get anidea of what thestudents alreadyknow about thetopicHingeQuestionsA diagnosticcheck, adeal breakerObservationsOccursthroughoutthe day,every dayThink,Pair,ShareTogetherstudentsdiscuss andcompare theiranswers. ReflectionSurveyWhen students areincluded in the assessmentprocess by being asked orrequired to thinkindividually or together withothers upon their ownlearning experience, eitherin writing or orally.ShowMeOn the spotdemonstrationofunderstandingDescriptiveFeedbackSpecific informationin the form of writtencomments orconversations thathelp the learnerunderstand what sheor he needs to do inorder to improve.ExitTasksCaptures themajor focus of thelesson andprovides a sampleof studentperformanceGamificationHeightens studentengagement, canencouragecreative andcomplex thinkingIntrinsicMotivationOccurs whenstudents areengaged because ofinternal rewards, likea love of learning orinterest in a subject.AcademicEfficacyAn increasedbelief thatstudents canlearnFREESPACE!GuidingQuestionsUsed in thedevelopmentof theformativeassessmentSelf-assessmentThumbsup,thumbsdownSummativeAssessmentUsed to evaluatestudent learning, skillacquisition, andacademicachievement at theconclusion of adefined instructionalperiodRubricsTools whichenable learnersto put revisionandimprovementfront and centerConceptMapA diagram thatshows therelationshipsbetweendifferent ideasScaffoldingBreaking up thelearning intochunks andproviding a tool, orstructure, witheach chunkWAITTIMEThe amount of timea teacher pausesbetween asking aquestion and thebeginning of astudent's responseFormativeAssessmentHelps studentsidentify theirstrengths andweaknesses andtarget areas thatneed workInterviewsBriefconversationsthat provide adeep dive intostudent thinkingDailyWhenformativeassessmentsshould begivenLearningGapA discrepancybetween what astudent has learnedand what a studentwas expected tolearn by a specificpoint in theireducationTeachersThe creatorsof formativeassessmentsPerformanceAssessmentRequires students todirectly demonstratewhat they know andare able to dothrough open-endedtasksHandSignalsUsed togauge studentunderstandingon a scale of1-5TargetedInstructionThe alignmentof specificstudent needsto establishedlearning goalsExitTicketUsed at the endof the lessonand revolvesaround the bigideaTheFormative5Observations,Interviews,HingeQuestions,Show Me, ExitTasksBrainstormingUsed to get anidea of what thestudents alreadyknow about thetopicHingeQuestionsA diagnosticcheck, adeal breakerObservationsOccursthroughoutthe day,every dayThink,Pair,ShareTogetherstudentsdiscuss andcompare theiranswers. ReflectionSurveyWhen students areincluded in the assessmentprocess by being asked orrequired to thinkindividually or together withothers upon their ownlearning experience, eitherin writing or orally.

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