FREESPACE!InterviewsBriefconversationsthat provide adeep dive intostudent thinkingExitTasksCaptures themajor focus of thelesson andprovides a sampleof studentperformanceExitTicketUsed at the endof the lessonand revolvesaround the bigideaHandSignalsUsed togauge studentunderstandingon a scale of1-5TheFormative5Observations,Interviews,HingeQuestions,Show Me, ExitTasksGuidingQuestionsUsed in thedevelopmentof theformativeassessmentWAITTIMEThe amount of timea teacher pausesbetween asking aquestion and thebeginning of astudent's responseTeachersThe creatorsof formativeassessmentsThink,Pair,ShareTogetherstudentsdiscuss andcompare theiranswers. TargetedInstructionThe alignmentof specificstudent needsto establishedlearning goalsRubricsTools whichenable learnersto put revisionandimprovementfront and centerGamificationHeightens studentengagement, canencouragecreative andcomplex thinkingConceptMapA diagram thatshows therelationshipsbetweendifferent ideasShowMeOn the spotdemonstrationofunderstandingSelf-assessmentThumbsup,thumbsdownBrainstormingUsed to get anidea of what thestudents alreadyknow about thetopicSummativeAssessmentUsed to evaluatestudent learning, skillacquisition, andacademicachievement at theconclusion of adefined instructionalperiodScaffoldingBreaking up thelearning intochunks andproviding a tool, orstructure, witheach chunkObservationsOccursthroughoutthe day,every dayIntrinsicMotivationOccurs whenstudents areengaged because ofinternal rewards, likea love of learning orinterest in a subject.LearningGapA discrepancybetween what astudent has learnedand what a studentwas expected tolearn by a specificpoint in theireducationDescriptiveFeedbackSpecific informationin the form of writtencomments orconversations thathelp the learnerunderstand what sheor he needs to do inorder to improve.ReflectionSurveyWhen 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 breakerFormativeAssessmentHelps studentsidentify theirstrengths andweaknesses andtarget areas thatneed workDailyWhenformativeassessmentsshould begivenPerformanceAssessmentRequires students todirectly demonstratewhat they know andare able to dothrough open-endedtasksAcademicEfficacyAn increasedbelief thatstudents canlearnFREESPACE!InterviewsBriefconversationsthat provide adeep dive intostudent thinkingExitTasksCaptures themajor focus of thelesson andprovides a sampleof studentperformanceExitTicketUsed at the endof the lessonand revolvesaround the bigideaHandSignalsUsed togauge studentunderstandingon a scale of1-5TheFormative5Observations,Interviews,HingeQuestions,Show Me, ExitTasksGuidingQuestionsUsed in thedevelopmentof theformativeassessmentWAITTIMEThe amount of timea teacher pausesbetween asking aquestion and thebeginning of astudent's responseTeachersThe creatorsof formativeassessmentsThink,Pair,ShareTogetherstudentsdiscuss andcompare theiranswers. TargetedInstructionThe alignmentof specificstudent needsto establishedlearning goalsRubricsTools whichenable learnersto put revisionandimprovementfront and centerGamificationHeightens studentengagement, canencouragecreative andcomplex thinkingConceptMapA diagram thatshows therelationshipsbetweendifferent ideasShowMeOn the spotdemonstrationofunderstandingSelf-assessmentThumbsup,thumbsdownBrainstormingUsed to get anidea of what thestudents alreadyknow about thetopicSummativeAssessmentUsed to evaluatestudent learning, skillacquisition, andacademicachievement at theconclusion of adefined instructionalperiodScaffoldingBreaking up thelearning intochunks andproviding a tool, orstructure, witheach chunkObservationsOccursthroughoutthe day,every dayIntrinsicMotivationOccurs whenstudents areengaged because ofinternal rewards, likea love of learning orinterest in a subject.LearningGapA discrepancybetween what astudent has learnedand what a studentwas expected tolearn by a specificpoint in theireducationDescriptiveFeedbackSpecific informationin the form of writtencomments orconversations thathelp the learnerunderstand what sheor he needs to do inorder to improve.ReflectionSurveyWhen 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 breakerFormativeAssessmentHelps studentsidentify theirstrengths andweaknesses andtarget areas thatneed workDailyWhenformativeassessmentsshould begivenPerformanceAssessmentRequires students todirectly demonstratewhat they know andare able to dothrough open-endedtasksAcademicEfficacyAn increasedbelief thatstudents canlearn

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.


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