ShowMeOn the spotdemonstrationofunderstandingBrainstormingUsed to get anidea of what thestudents alreadyknow about thetopicHingeQuestionsA diagnosticcheck, adeal breakerThink,Pair,ShareTogetherstudentsdiscuss andcompare theiranswers. ObservationsOccursthroughoutthe day,every dayFormativeAssessmentHelps studentsidentify theirstrengths andweaknesses andtarget areas thatneed workExitTicketUsed at the endof the lessonand revolvesaround the bigideaReflectionSurveyWhen students areincluded in the assessmentprocess by being asked orrequired to thinkindividually or together withothers upon their ownlearning experience, eitherin writing or orally.ScaffoldingBreaking 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.LearningGapA discrepancybetween what astudent has learnedand what a studentwas expected tolearn by a specificpoint in theireducationAcademicEfficacyAn increasedbelief thatstudents canlearnTheFormative5Observations,Interviews,HingeQuestions,Show Me, ExitTasksExitTasksCaptures themajor focus of thelesson andprovides a sampleof studentperformanceIntrinsicMotivationOccurs whenstudents areengaged because ofinternal rewards, likea love of learning orinterest in a subject.SummativeAssessmentUsed to evaluatestudent learning, skillacquisition, andacademicachievement at theconclusion of adefined instructionalperiodFREESPACE!RubricsTools whichenable learnersto put revisionandimprovementfront and centerPerformanceAssessmentRequires students todirectly demonstratewhat they know andare able to dothrough open-endedtasksSelf-assessmentThumbsup,thumbsdownConceptMapA diagram thatshows therelationshipsbetweendifferent ideasInterviewsBriefconversationsthat provide adeep dive intostudent thinkingDailyWhenformativeassessmentsshould begivenWAITTIMEThe amount of timea teacher pausesbetween asking aquestion and thebeginning of astudent's responseTeachersThe creatorsof formativeassessmentsTargetedInstructionThe alignmentof specificstudent needsto establishedlearning goalsHandSignalsUsed togauge studentunderstandingon a scale of1-5GuidingQuestionsUsed in thedevelopmentof theformativeassessmentGamificationHeightens studentengagement, canencouragecreative andcomplex thinkingShowMeOn the spotdemonstrationofunderstandingBrainstormingUsed to get anidea of what thestudents alreadyknow about thetopicHingeQuestionsA diagnosticcheck, adeal breakerThink,Pair,ShareTogetherstudentsdiscuss andcompare theiranswers. ObservationsOccursthroughoutthe day,every dayFormativeAssessmentHelps studentsidentify theirstrengths andweaknesses andtarget areas thatneed workExitTicketUsed at the endof the lessonand revolvesaround the bigideaReflectionSurveyWhen students areincluded in the assessmentprocess by being asked orrequired to thinkindividually or together withothers upon their ownlearning experience, eitherin writing or orally.ScaffoldingBreaking 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.LearningGapA discrepancybetween what astudent has learnedand what a studentwas expected tolearn by a specificpoint in theireducationAcademicEfficacyAn increasedbelief thatstudents canlearnTheFormative5Observations,Interviews,HingeQuestions,Show Me, ExitTasksExitTasksCaptures themajor focus of thelesson andprovides a sampleof studentperformanceIntrinsicMotivationOccurs whenstudents areengaged because ofinternal rewards, likea love of learning orinterest in a subject.SummativeAssessmentUsed to evaluatestudent learning, skillacquisition, andacademicachievement at theconclusion of adefined instructionalperiodFREESPACE!RubricsTools whichenable learnersto put revisionandimprovementfront and centerPerformanceAssessmentRequires students todirectly demonstratewhat they know andare able to dothrough open-endedtasksSelf-assessmentThumbsup,thumbsdownConceptMapA diagram thatshows therelationshipsbetweendifferent ideasInterviewsBriefconversationsthat provide adeep dive intostudent thinkingDailyWhenformativeassessmentsshould begivenWAITTIMEThe amount of timea teacher pausesbetween asking aquestion and thebeginning of astudent's responseTeachersThe creatorsof formativeassessmentsTargetedInstructionThe alignmentof specificstudent needsto establishedlearning goalsHandSignalsUsed togauge studentunderstandingon a scale of1-5GuidingQuestionsUsed in thedevelopmentof theformativeassessmentGamificationHeightens studentengagement, canencouragecreative andcomplex thinking

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