GuidingQuestionsUsed in thedevelopmentof theformativeassessmentSelf-assessmentThumbsup,thumbsdownHingeQuestionsA diagnosticcheck, adeal breakerExitTasksCaptures themajor focus of thelesson andprovides a sampleof studentperformanceHandSignalsUsed togauge studentunderstandingon a scale of1-5ShowMeOn the spotdemonstrationofunderstandingScaffoldingBreaking up thelearning intochunks andproviding a tool, orstructure, witheach chunkWAITTIMEThe amount of timea teacher pausesbetween asking aquestion and thebeginning of astudent's responseTeachersThe creatorsof formativeassessmentsPerformanceAssessmentRequires students todirectly demonstratewhat they know andare able to dothrough open-endedtasksReflectionSurveyWhen students areincluded in the assessmentprocess by being asked orrequired to thinkindividually or together withothers upon their ownlearning experience, eitherin writing or orally.TheFormative5Observations,Interviews,HingeQuestions,Show Me, ExitTasksRubricsTools whichenable learnersto put revisionandimprovementfront and centerBrainstormingUsed to get anidea of what thestudents alreadyknow about thetopicGamificationHeightens studentengagement, canencouragecreative andcomplex thinkingInterviewsBriefconversationsthat provide adeep dive intostudent thinkingObservationsOccursthroughoutthe day,every dayIntrinsicMotivationOccurs whenstudents areengaged because ofinternal rewards, likea love of learning orinterest in a subject.AcademicEfficacyAn increasedbelief thatstudents canlearnExitTicketUsed at the endof the lessonand revolvesaround the bigideaTargetedInstructionThe alignmentof specificstudent needsto establishedlearning goalsSummativeAssessmentUsed to evaluatestudent learning, skillacquisition, andacademicachievement at theconclusion of adefined instructionalperiodConceptMapA diagram thatshows therelationshipsbetweendifferent ideasDailyWhenformativeassessmentsshould begivenDescriptiveFeedbackSpecific informationin the form of writtencomments orconversations thathelp the learnerunderstand what sheor he needs to do inorder to improve.Think,Pair,ShareTogetherstudentsdiscuss andcompare theiranswers. LearningGapA discrepancybetween what astudent has learnedand what a studentwas expected tolearn by a specificpoint in theireducationFREESPACE!FormativeAssessmentHelps studentsidentify theirstrengths andweaknesses andtarget areas thatneed workGuidingQuestionsUsed in thedevelopmentof theformativeassessmentSelf-assessmentThumbsup,thumbsdownHingeQuestionsA diagnosticcheck, adeal breakerExitTasksCaptures themajor focus of thelesson andprovides a sampleof studentperformanceHandSignalsUsed togauge studentunderstandingon a scale of1-5ShowMeOn the spotdemonstrationofunderstandingScaffoldingBreaking up thelearning intochunks andproviding a tool, orstructure, witheach chunkWAITTIMEThe amount of timea teacher pausesbetween asking aquestion and thebeginning of astudent's responseTeachersThe creatorsof formativeassessmentsPerformanceAssessmentRequires students todirectly demonstratewhat they know andare able to dothrough open-endedtasksReflectionSurveyWhen students areincluded in the assessmentprocess by being asked orrequired to thinkindividually or together withothers upon their ownlearning experience, eitherin writing or orally.TheFormative5Observations,Interviews,HingeQuestions,Show Me, ExitTasksRubricsTools whichenable learnersto put revisionandimprovementfront and centerBrainstormingUsed to get anidea of what thestudents alreadyknow about thetopicGamificationHeightens studentengagement, canencouragecreative andcomplex thinkingInterviewsBriefconversationsthat provide adeep dive intostudent thinkingObservationsOccursthroughoutthe day,every dayIntrinsicMotivationOccurs whenstudents areengaged because ofinternal rewards, likea love of learning orinterest in a subject.AcademicEfficacyAn increasedbelief thatstudents canlearnExitTicketUsed at the endof the lessonand revolvesaround the bigideaTargetedInstructionThe alignmentof specificstudent needsto establishedlearning goalsSummativeAssessmentUsed to evaluatestudent learning, skillacquisition, andacademicachievement at theconclusion of adefined instructionalperiodConceptMapA diagram thatshows therelationshipsbetweendifferent ideasDailyWhenformativeassessmentsshould begivenDescriptiveFeedbackSpecific informationin the form of writtencomments orconversations thathelp the learnerunderstand what sheor he needs to do inorder to improve.Think,Pair,ShareTogetherstudentsdiscuss andcompare theiranswers. LearningGapA discrepancybetween what astudent has learnedand what a studentwas expected tolearn by a specificpoint in theireducationFREESPACE!FormativeAssessmentHelps studentsidentify theirstrengths andweaknesses andtarget areas thatneed work

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