WAITTIMEThe amount of timea teacher pausesbetween asking aquestion and thebeginning of astudent's responseBrainstormingUsed to get anidea of what thestudents alreadyknow about thetopicAcademicEfficacyAn increasedbelief thatstudents canlearnGuidingQuestionsUsed in thedevelopmentof theformativeassessmentFormativeAssessmentHelps studentsidentify theirstrengths andweaknesses andtarget areas thatneed workInterviewsBriefconversationsthat provide adeep dive intostudent thinkingFREESPACE!ScaffoldingBreaking up thelearning intochunks andproviding a tool, orstructure, witheach chunkShowMeOn the spotdemonstrationofunderstandingSelf-assessmentThumbsup,thumbsdownTargetedInstructionThe alignmentof specificstudent needsto establishedlearning goalsPerformanceAssessmentRequires students todirectly demonstratewhat they know andare able to dothrough open-endedtasksTeachersThe creatorsof formativeassessmentsConceptMapA diagram thatshows therelationshipsbetweendifferent ideasGamificationHeightens studentengagement, canencouragecreative andcomplex thinkingTheFormative5Observations,Interviews,HingeQuestions,Show Me, ExitTasksLearningGapA discrepancybetween what astudent has learnedand what a studentwas expected tolearn by a specificpoint in theireducationIntrinsicMotivationOccurs whenstudents areengaged because ofinternal rewards, likea love of learning orinterest in a subject.ExitTicketUsed at the endof the lessonand revolvesaround the bigideaHingeQuestionsA diagnosticcheck, adeal breakerDailyWhenformativeassessmentsshould begivenDescriptiveFeedbackSpecific informationin the form of writtencomments orconversations thathelp the learnerunderstand what sheor he needs to do inorder to improve.ReflectionSurveyWhen students areincluded in the assessmentprocess by being asked orrequired to thinkindividually or together withothers upon their ownlearning experience, eitherin writing or orally.HandSignalsUsed togauge studentunderstandingon a scale of1-5ObservationsOccursthroughoutthe day,every daySummativeAssessmentUsed to evaluatestudent learning, skillacquisition, andacademicachievement at theconclusion of adefined instructionalperiodRubricsTools whichenable learnersto put revisionandimprovementfront and centerThink,Pair,ShareTogetherstudentsdiscuss andcompare theiranswers. ExitTasksCaptures themajor focus of thelesson andprovides a sampleof studentperformanceWAITTIMEThe amount of timea teacher pausesbetween asking aquestion and thebeginning of astudent's responseBrainstormingUsed to get anidea of what thestudents alreadyknow about thetopicAcademicEfficacyAn increasedbelief thatstudents canlearnGuidingQuestionsUsed in thedevelopmentof theformativeassessmentFormativeAssessmentHelps studentsidentify theirstrengths andweaknesses andtarget areas thatneed workInterviewsBriefconversationsthat provide adeep dive intostudent thinkingFREESPACE!ScaffoldingBreaking up thelearning intochunks andproviding a tool, orstructure, witheach chunkShowMeOn the spotdemonstrationofunderstandingSelf-assessmentThumbsup,thumbsdownTargetedInstructionThe alignmentof specificstudent needsto establishedlearning goalsPerformanceAssessmentRequires students todirectly demonstratewhat they know andare able to dothrough open-endedtasksTeachersThe creatorsof formativeassessmentsConceptMapA diagram thatshows therelationshipsbetweendifferent ideasGamificationHeightens studentengagement, canencouragecreative andcomplex thinkingTheFormative5Observations,Interviews,HingeQuestions,Show Me, ExitTasksLearningGapA discrepancybetween what astudent has learnedand what a studentwas expected tolearn by a specificpoint in theireducationIntrinsicMotivationOccurs whenstudents areengaged because ofinternal rewards, likea love of learning orinterest in a subject.ExitTicketUsed at the endof the lessonand revolvesaround the bigideaHingeQuestionsA diagnosticcheck, adeal breakerDailyWhenformativeassessmentsshould begivenDescriptiveFeedbackSpecific informationin the form of writtencomments orconversations thathelp the learnerunderstand what sheor he needs to do inorder to improve.ReflectionSurveyWhen students areincluded in the assessmentprocess by being asked orrequired to thinkindividually or together withothers upon their ownlearning experience, eitherin writing or orally.HandSignalsUsed togauge studentunderstandingon a scale of1-5ObservationsOccursthroughoutthe day,every daySummativeAssessmentUsed to evaluatestudent learning, skillacquisition, andacademicachievement at theconclusion of adefined instructionalperiodRubricsTools whichenable learnersto put revisionandimprovementfront and centerThink,Pair,ShareTogetherstudentsdiscuss andcompare theiranswers. ExitTasksCaptures themajor focus of thelesson andprovides a sampleof studentperformance

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