TargetedInstructionThe alignmentof specificstudent needsto establishedlearning goalsShowMeOn the spotdemonstrationofunderstandingSelf-assessmentThumbsup,thumbsdownConceptMapA diagram thatshows therelationshipsbetweendifferent ideasReflectionSurveyWhen students areincluded in the assessmentprocess by being asked orrequired to thinkindividually or together withothers upon their ownlearning experience, eitherin writing or orally.TeachersThe creatorsof formativeassessmentsSummativeAssessmentUsed to evaluatestudent learning, skillacquisition, andacademicachievement at theconclusion of adefined instructionalperiodInterviewsBriefconversationsthat provide adeep dive intostudent thinkingExitTicketUsed at the endof the lessonand revolvesaround the bigideaGuidingQuestionsUsed in thedevelopmentof theformativeassessmentPerformanceAssessmentRequires students todirectly demonstratewhat they know andare able to dothrough open-endedtasksGamificationHeightens studentengagement, canencouragecreative andcomplex thinkingObservationsOccursthroughoutthe day,every dayWAITTIMEThe amount of timea teacher pausesbetween asking aquestion and thebeginning of astudent's responseThink,Pair,ShareTogetherstudentsdiscuss andcompare theiranswers. HingeQuestionsA diagnosticcheck, adeal breakerAcademicEfficacyAn increasedbelief thatstudents canlearnLearningGapA discrepancybetween what astudent has learnedand what a studentwas expected tolearn by a specificpoint in theireducationScaffoldingBreaking up thelearning intochunks andproviding a tool, orstructure, witheach chunkRubricsTools whichenable learnersto put revisionandimprovementfront and centerTheFormative5Observations,Interviews,HingeQuestions,Show Me, ExitTasksExitTasksCaptures themajor focus of thelesson andprovides a sampleof studentperformanceFormativeAssessmentHelps studentsidentify theirstrengths andweaknesses andtarget areas thatneed workIntrinsicMotivationOccurs whenstudents areengaged because ofinternal rewards, likea love of learning orinterest in a subject.DescriptiveFeedbackSpecific informationin the form of writtencomments orconversations thathelp the learnerunderstand what sheor he needs to do inorder to improve.BrainstormingUsed to get anidea of what thestudents alreadyknow about thetopicDailyWhenformativeassessmentsshould begivenHandSignalsUsed togauge studentunderstandingon a scale of1-5FREESPACE!TargetedInstructionThe alignmentof specificstudent needsto establishedlearning goalsShowMeOn the spotdemonstrationofunderstandingSelf-assessmentThumbsup,thumbsdownConceptMapA diagram thatshows therelationshipsbetweendifferent ideasReflectionSurveyWhen students areincluded in the assessmentprocess by being asked orrequired to thinkindividually or together withothers upon their ownlearning experience, eitherin writing or orally.TeachersThe creatorsof formativeassessmentsSummativeAssessmentUsed to evaluatestudent learning, skillacquisition, andacademicachievement at theconclusion of adefined instructionalperiodInterviewsBriefconversationsthat provide adeep dive intostudent thinkingExitTicketUsed at the endof the lessonand revolvesaround the bigideaGuidingQuestionsUsed in thedevelopmentof theformativeassessmentPerformanceAssessmentRequires students todirectly demonstratewhat they know andare able to dothrough open-endedtasksGamificationHeightens studentengagement, canencouragecreative andcomplex thinkingObservationsOccursthroughoutthe day,every dayWAITTIMEThe amount of timea teacher pausesbetween asking aquestion and thebeginning of astudent's responseThink,Pair,ShareTogetherstudentsdiscuss andcompare theiranswers. HingeQuestionsA diagnosticcheck, adeal breakerAcademicEfficacyAn increasedbelief thatstudents canlearnLearningGapA discrepancybetween what astudent has learnedand what a studentwas expected tolearn by a specificpoint in theireducationScaffoldingBreaking up thelearning intochunks andproviding a tool, orstructure, witheach chunkRubricsTools whichenable learnersto put revisionandimprovementfront and centerTheFormative5Observations,Interviews,HingeQuestions,Show Me, ExitTasksExitTasksCaptures themajor focus of thelesson andprovides a sampleof studentperformanceFormativeAssessmentHelps studentsidentify theirstrengths andweaknesses andtarget areas thatneed workIntrinsicMotivationOccurs whenstudents areengaged because ofinternal rewards, likea love of learning orinterest in a subject.DescriptiveFeedbackSpecific informationin the form of writtencomments orconversations thathelp the learnerunderstand what sheor he needs to do inorder to improve.BrainstormingUsed to get anidea of what thestudents alreadyknow about thetopicDailyWhenformativeassessmentsshould begivenHandSignalsUsed togauge studentunderstandingon a scale of1-5FREESPACE!

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