DailyWhenformativeassessmentsshould begivenGuidingQuestionsUsed in thedevelopmentof theformativeassessmentDescriptiveFeedbackSpecific informationin the form of writtencomments orconversations thathelp the learnerunderstand what sheor he needs to do inorder to improve.IntrinsicMotivationOccurs whenstudents areengaged because ofinternal rewards, likea love of learning orinterest in a subject.ExitTicketUsed at the endof the lessonand revolvesaround the bigideaSelf-assessmentThumbsup,thumbsdownBrainstormingUsed to get anidea of what thestudents alreadyknow about thetopicObservationsOccursthroughoutthe day,every dayAcademicEfficacyAn increasedbelief thatstudents canlearnSummativeAssessmentUsed to evaluatestudent learning, skillacquisition, andacademicachievement at theconclusion of adefined instructionalperiodGamificationHeightens studentengagement, canencouragecreative andcomplex thinkingFormativeAssessmentHelps studentsidentify theirstrengths andweaknesses andtarget areas thatneed workTheFormative5Observations,Interviews,HingeQuestions,Show Me, ExitTasksWAITTIMEThe amount of timea teacher pausesbetween asking aquestion and thebeginning of astudent's responseHingeQuestionsA diagnosticcheck, adeal breakerExitTasksCaptures themajor focus of thelesson andprovides a sampleof studentperformanceTargetedInstructionThe alignmentof specificstudent needsto establishedlearning goalsScaffoldingBreaking up thelearning intochunks andproviding a tool, orstructure, witheach chunkTeachersThe creatorsof formativeassessmentsRubricsTools whichenable learnersto put revisionandimprovementfront and centerPerformanceAssessmentRequires students todirectly demonstratewhat they know andare able to dothrough open-endedtasksThink,Pair,ShareTogetherstudentsdiscuss andcompare theiranswers. FREESPACE!ShowMeOn the spotdemonstrationofunderstandingReflectionSurveyWhen students areincluded in the assessmentprocess by being asked orrequired to thinkindividually or together withothers upon their ownlearning experience, eitherin writing or orally.ConceptMapA diagram thatshows therelationshipsbetweendifferent ideasHandSignalsUsed togauge studentunderstandingon a scale of1-5LearningGapA discrepancybetween what astudent has learnedand what a studentwas expected tolearn by a specificpoint in theireducationInterviewsBriefconversationsthat provide adeep dive intostudent thinkingDailyWhenformativeassessmentsshould begivenGuidingQuestionsUsed in thedevelopmentof theformativeassessmentDescriptiveFeedbackSpecific informationin the form of writtencomments orconversations thathelp the learnerunderstand what sheor he needs to do inorder to improve.IntrinsicMotivationOccurs whenstudents areengaged because ofinternal rewards, likea love of learning orinterest in a subject.ExitTicketUsed at the endof the lessonand revolvesaround the bigideaSelf-assessmentThumbsup,thumbsdownBrainstormingUsed to get anidea of what thestudents alreadyknow about thetopicObservationsOccursthroughoutthe day,every dayAcademicEfficacyAn increasedbelief thatstudents canlearnSummativeAssessmentUsed to evaluatestudent learning, skillacquisition, andacademicachievement at theconclusion of adefined instructionalperiodGamificationHeightens studentengagement, canencouragecreative andcomplex thinkingFormativeAssessmentHelps studentsidentify theirstrengths andweaknesses andtarget areas thatneed workTheFormative5Observations,Interviews,HingeQuestions,Show Me, ExitTasksWAITTIMEThe amount of timea teacher pausesbetween asking aquestion and thebeginning of astudent's responseHingeQuestionsA diagnosticcheck, adeal breakerExitTasksCaptures themajor focus of thelesson andprovides a sampleof studentperformanceTargetedInstructionThe alignmentof specificstudent needsto establishedlearning goalsScaffoldingBreaking up thelearning intochunks andproviding a tool, orstructure, witheach chunkTeachersThe creatorsof formativeassessmentsRubricsTools whichenable learnersto put revisionandimprovementfront and centerPerformanceAssessmentRequires students todirectly demonstratewhat they know andare able to dothrough open-endedtasksThink,Pair,ShareTogetherstudentsdiscuss andcompare theiranswers. FREESPACE!ShowMeOn the spotdemonstrationofunderstandingReflectionSurveyWhen students areincluded in the assessmentprocess by being asked orrequired to thinkindividually or together withothers upon their ownlearning experience, eitherin writing or orally.ConceptMapA diagram thatshows therelationshipsbetweendifferent ideasHandSignalsUsed togauge studentunderstandingon a scale of1-5LearningGapA discrepancybetween what astudent has learnedand what a studentwas expected tolearn by a specificpoint in theireducationInterviewsBriefconversationsthat provide adeep dive intostudent thinking

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