InterviewsBriefconversationsthat provide adeep dive intostudent thinkingWAITTIMEThe amount of timea teacher pausesbetween asking aquestion and thebeginning of astudent's responseAcademicEfficacyAn increasedbelief thatstudents canlearnFREESPACE!TargetedInstructionThe alignmentof specificstudent needsto establishedlearning goalsIntrinsicMotivationOccurs whenstudents areengaged because ofinternal rewards, likea love of learning orinterest in a subject.ReflectionSurveyWhen students areincluded in the assessmentprocess by being asked orrequired to thinkindividually or together withothers upon their ownlearning experience, eitherin writing or orally.ExitTicketUsed at the endof the lessonand revolvesaround the bigideaGamificationHeightens studentengagement, canencouragecreative andcomplex thinkingDailyWhenformativeassessmentsshould begivenSummativeAssessmentUsed to evaluatestudent learning, skillacquisition, andacademicachievement at theconclusion of adefined instructionalperiodHandSignalsUsed togauge studentunderstandingon a scale of1-5RubricsTools whichenable learnersto put revisionandimprovementfront and centerSelf-assessmentThumbsup,thumbsdownHingeQuestionsA diagnosticcheck, adeal breakerBrainstormingUsed to get anidea of what thestudents alreadyknow about thetopicObservationsOccursthroughoutthe day,every dayDescriptiveFeedbackSpecific informationin the form of writtencomments orconversations thathelp the learnerunderstand what sheor he needs to do inorder to improve.TeachersThe creatorsof formativeassessmentsScaffoldingBreaking up thelearning intochunks andproviding a tool, orstructure, witheach chunkTheFormative5Observations,Interviews,HingeQuestions,Show Me, ExitTasksGuidingQuestionsUsed in thedevelopmentof theformativeassessmentFormativeAssessmentHelps studentsidentify theirstrengths andweaknesses andtarget areas thatneed workConceptMapA diagram thatshows therelationshipsbetweendifferent ideasShowMeOn the spotdemonstrationofunderstandingPerformanceAssessmentRequires students todirectly demonstratewhat they know andare able to dothrough open-endedtasksLearningGapA discrepancybetween what astudent has learnedand what a studentwas expected tolearn by a specificpoint in theireducationExitTasksCaptures themajor focus of thelesson andprovides a sampleof studentperformanceThink,Pair,ShareTogetherstudentsdiscuss andcompare theiranswers. InterviewsBriefconversationsthat provide adeep dive intostudent thinkingWAITTIMEThe amount of timea teacher pausesbetween asking aquestion and thebeginning of astudent's responseAcademicEfficacyAn increasedbelief thatstudents canlearnFREESPACE!TargetedInstructionThe alignmentof specificstudent needsto establishedlearning goalsIntrinsicMotivationOccurs whenstudents areengaged because ofinternal rewards, likea love of learning orinterest in a subject.ReflectionSurveyWhen students areincluded in the assessmentprocess by being asked orrequired to thinkindividually or together withothers upon their ownlearning experience, eitherin writing or orally.ExitTicketUsed at the endof the lessonand revolvesaround the bigideaGamificationHeightens studentengagement, canencouragecreative andcomplex thinkingDailyWhenformativeassessmentsshould begivenSummativeAssessmentUsed to evaluatestudent learning, skillacquisition, andacademicachievement at theconclusion of adefined instructionalperiodHandSignalsUsed togauge studentunderstandingon a scale of1-5RubricsTools whichenable learnersto put revisionandimprovementfront and centerSelf-assessmentThumbsup,thumbsdownHingeQuestionsA diagnosticcheck, adeal breakerBrainstormingUsed to get anidea of what thestudents alreadyknow about thetopicObservationsOccursthroughoutthe day,every dayDescriptiveFeedbackSpecific informationin the form of writtencomments orconversations thathelp the learnerunderstand what sheor he needs to do inorder to improve.TeachersThe creatorsof formativeassessmentsScaffoldingBreaking up thelearning intochunks andproviding a tool, orstructure, witheach chunkTheFormative5Observations,Interviews,HingeQuestions,Show Me, ExitTasksGuidingQuestionsUsed in thedevelopmentof theformativeassessmentFormativeAssessmentHelps studentsidentify theirstrengths andweaknesses andtarget areas thatneed workConceptMapA diagram thatshows therelationshipsbetweendifferent ideasShowMeOn the spotdemonstrationofunderstandingPerformanceAssessmentRequires students todirectly demonstratewhat they know andare able to dothrough open-endedtasksLearningGapA discrepancybetween what astudent has learnedand what a studentwas expected tolearn by a specificpoint in theireducationExitTasksCaptures themajor focus of thelesson andprovides a sampleof studentperformanceThink,Pair,ShareTogetherstudentsdiscuss andcompare theiranswers. 

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