FREESPACE!LearningGapA discrepancybetween what astudent has learnedand what a studentwas expected tolearn by a specificpoint in theireducationPerformanceAssessmentRequires students todirectly demonstratewhat they know andare able to dothrough open-endedtasksSelf-assessmentThumbsup,thumbsdownExitTasksCaptures themajor focus of thelesson andprovides a sampleof studentperformanceFormativeAssessmentHelps studentsidentify theirstrengths andweaknesses andtarget areas thatneed workAcademicEfficacyAn increasedbelief thatstudents canlearnGuidingQuestionsUsed in thedevelopmentof theformativeassessmentReflectionSurveyWhen students areincluded in the assessmentprocess by being asked orrequired to thinkindividually or together withothers upon their ownlearning experience, eitherin writing or orally.Think,Pair,ShareTogetherstudentsdiscuss andcompare theiranswers. WAITTIMEThe amount of timea teacher pausesbetween asking aquestion and thebeginning of astudent's responseHandSignalsUsed togauge studentunderstandingon a scale of1-5GamificationHeightens studentengagement, canencouragecreative andcomplex thinkingExitTicketUsed at the endof the lessonand revolvesaround the bigideaConceptMapA diagram thatshows therelationshipsbetweendifferent ideasTargetedInstructionThe alignmentof specificstudent needsto establishedlearning goalsIntrinsicMotivationOccurs whenstudents areengaged because ofinternal rewards, likea love of learning orinterest in a subject.TheFormative5Observations,Interviews,HingeQuestions,Show Me, ExitTasksObservationsOccursthroughoutthe day,every daySummativeAssessmentUsed to evaluatestudent learning, skillacquisition, andacademicachievement at theconclusion of adefined instructionalperiodDailyWhenformativeassessmentsshould begivenInterviewsBriefconversationsthat provide adeep dive intostudent thinkingScaffoldingBreaking up thelearning intochunks andproviding a tool, orstructure, witheach chunkDescriptiveFeedbackSpecific informationin the form of writtencomments orconversations thathelp the learnerunderstand what sheor he needs to do inorder to improve.TeachersThe creatorsof formativeassessmentsShowMeOn the spotdemonstrationofunderstandingBrainstormingUsed to get anidea of what thestudents alreadyknow about thetopicHingeQuestionsA diagnosticcheck, adeal breakerRubricsTools whichenable learnersto put revisionandimprovementfront and centerFREESPACE!LearningGapA discrepancybetween what astudent has learnedand what a studentwas expected tolearn by a specificpoint in theireducationPerformanceAssessmentRequires students todirectly demonstratewhat they know andare able to dothrough open-endedtasksSelf-assessmentThumbsup,thumbsdownExitTasksCaptures themajor focus of thelesson andprovides a sampleof studentperformanceFormativeAssessmentHelps studentsidentify theirstrengths andweaknesses andtarget areas thatneed workAcademicEfficacyAn increasedbelief thatstudents canlearnGuidingQuestionsUsed in thedevelopmentof theformativeassessmentReflectionSurveyWhen students areincluded in the assessmentprocess by being asked orrequired to thinkindividually or together withothers upon their ownlearning experience, eitherin writing or orally.Think,Pair,ShareTogetherstudentsdiscuss andcompare theiranswers. WAITTIMEThe amount of timea teacher pausesbetween asking aquestion and thebeginning of astudent's responseHandSignalsUsed togauge studentunderstandingon a scale of1-5GamificationHeightens studentengagement, canencouragecreative andcomplex thinkingExitTicketUsed at the endof the lessonand revolvesaround the bigideaConceptMapA diagram thatshows therelationshipsbetweendifferent ideasTargetedInstructionThe alignmentof specificstudent needsto establishedlearning goalsIntrinsicMotivationOccurs whenstudents areengaged because ofinternal rewards, likea love of learning orinterest in a subject.TheFormative5Observations,Interviews,HingeQuestions,Show Me, ExitTasksObservationsOccursthroughoutthe day,every daySummativeAssessmentUsed to evaluatestudent learning, skillacquisition, andacademicachievement at theconclusion of adefined instructionalperiodDailyWhenformativeassessmentsshould begivenInterviewsBriefconversationsthat provide adeep dive intostudent thinkingScaffoldingBreaking up thelearning intochunks andproviding a tool, orstructure, witheach chunkDescriptiveFeedbackSpecific informationin the form of writtencomments orconversations thathelp the learnerunderstand what sheor he needs to do inorder to improve.TeachersThe creatorsof formativeassessmentsShowMeOn the spotdemonstrationofunderstandingBrainstormingUsed to get anidea of what thestudents alreadyknow about thetopicHingeQuestionsA diagnosticcheck, adeal breakerRubricsTools whichenable learnersto put revisionandimprovementfront and center

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