ObservationsOccursthroughoutthe day,every dayPerformanceAssessmentRequires students todirectly demonstratewhat they know andare able to dothrough open-endedtasksFormativeAssessmentHelps studentsidentify theirstrengths andweaknesses andtarget areas thatneed workGamificationHeightens studentengagement, canencouragecreative andcomplex thinkingSummativeAssessmentUsed to evaluatestudent learning, skillacquisition, andacademicachievement at theconclusion of adefined instructionalperiodGuidingQuestionsUsed in thedevelopmentof theformativeassessmentWAITTIMEThe amount of timea teacher pausesbetween asking aquestion and thebeginning of astudent's responseInterviewsBriefconversationsthat provide adeep dive intostudent thinkingTargetedInstructionThe alignmentof specificstudent needsto establishedlearning goalsExitTasksCaptures themajor focus of thelesson andprovides a sampleof studentperformanceThink,Pair,ShareTogetherstudentsdiscuss andcompare theiranswers. FREESPACE!ReflectionSurveyWhen students areincluded in the assessmentprocess by being asked orrequired to thinkindividually or together withothers upon their ownlearning experience, eitherin writing or orally.DescriptiveFeedbackSpecific informationin the form of writtencomments orconversations thathelp the learnerunderstand what sheor he needs to do inorder to improve.HingeQuestionsA diagnosticcheck, adeal breakerAcademicEfficacyAn increasedbelief thatstudents canlearnRubricsTools whichenable learnersto put revisionandimprovementfront and centerSelf-assessmentThumbsup,thumbsdownLearningGapA discrepancybetween what astudent has learnedand what a studentwas expected tolearn by a specificpoint in theireducationTeachersThe creatorsof formativeassessmentsScaffoldingBreaking up thelearning intochunks andproviding a tool, orstructure, witheach chunkIntrinsicMotivationOccurs whenstudents areengaged because ofinternal rewards, likea love of learning orinterest in a subject.BrainstormingUsed to get anidea of what thestudents alreadyknow about thetopicDailyWhenformativeassessmentsshould begivenExitTicketUsed at the endof the lessonand revolvesaround the bigideaConceptMapA diagram thatshows therelationshipsbetweendifferent ideasTheFormative5Observations,Interviews,HingeQuestions,Show Me, ExitTasksShowMeOn the spotdemonstrationofunderstandingHandSignalsUsed togauge studentunderstandingon a scale of1-5ObservationsOccursthroughoutthe day,every dayPerformanceAssessmentRequires students todirectly demonstratewhat they know andare able to dothrough open-endedtasksFormativeAssessmentHelps studentsidentify theirstrengths andweaknesses andtarget areas thatneed workGamificationHeightens studentengagement, canencouragecreative andcomplex thinkingSummativeAssessmentUsed to evaluatestudent learning, skillacquisition, andacademicachievement at theconclusion of adefined instructionalperiodGuidingQuestionsUsed in thedevelopmentof theformativeassessmentWAITTIMEThe amount of timea teacher pausesbetween asking aquestion and thebeginning of astudent's responseInterviewsBriefconversationsthat provide adeep dive intostudent thinkingTargetedInstructionThe alignmentof specificstudent needsto establishedlearning goalsExitTasksCaptures themajor focus of thelesson andprovides a sampleof studentperformanceThink,Pair,ShareTogetherstudentsdiscuss andcompare theiranswers. FREESPACE!ReflectionSurveyWhen students areincluded in the assessmentprocess by being asked orrequired to thinkindividually or together withothers upon their ownlearning experience, eitherin writing or orally.DescriptiveFeedbackSpecific informationin the form of writtencomments orconversations thathelp the learnerunderstand what sheor he needs to do inorder to improve.HingeQuestionsA diagnosticcheck, adeal breakerAcademicEfficacyAn increasedbelief thatstudents canlearnRubricsTools whichenable learnersto put revisionandimprovementfront and centerSelf-assessmentThumbsup,thumbsdownLearningGapA discrepancybetween what astudent has learnedand what a studentwas expected tolearn by a specificpoint in theireducationTeachersThe creatorsof formativeassessmentsScaffoldingBreaking up thelearning intochunks andproviding a tool, orstructure, witheach chunkIntrinsicMotivationOccurs whenstudents areengaged because ofinternal rewards, likea love of learning orinterest in a subject.BrainstormingUsed to get anidea of what thestudents alreadyknow about thetopicDailyWhenformativeassessmentsshould begivenExitTicketUsed at the endof the lessonand revolvesaround the bigideaConceptMapA diagram thatshows therelationshipsbetweendifferent ideasTheFormative5Observations,Interviews,HingeQuestions,Show Me, ExitTasksShowMeOn the spotdemonstrationofunderstandingHandSignalsUsed togauge studentunderstandingon a scale of1-5

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