TeachersThe creatorsof formativeassessmentsGamificationHeightens studentengagement, canencouragecreative andcomplex thinkingHandSignalsUsed togauge studentunderstandingon a scale of1-5GuidingQuestionsUsed in thedevelopmentof theformativeassessmentFREESPACE!DescriptiveFeedbackSpecific informationin the form of writtencomments orconversations thathelp the learnerunderstand what sheor he needs to do inorder to improve.FormativeAssessmentHelps studentsidentify theirstrengths andweaknesses andtarget areas thatneed workExitTicketUsed at the endof the lessonand revolvesaround the bigideaScaffoldingBreaking up thelearning intochunks andproviding a tool, orstructure, witheach chunkTargetedInstructionThe alignmentof specificstudent needsto establishedlearning goalsConceptMapA diagram thatshows therelationshipsbetweendifferent ideasAcademicEfficacyAn increasedbelief thatstudents canlearnReflectionSurveyWhen students areincluded in the assessmentprocess by being asked orrequired to thinkindividually or together withothers upon their ownlearning experience, eitherin writing or orally.InterviewsBriefconversationsthat provide adeep dive intostudent thinkingObservationsOccursthroughoutthe day,every dayLearningGapA discrepancybetween what astudent has learnedand what a studentwas expected tolearn by a specificpoint in theireducationSummativeAssessmentUsed to evaluatestudent learning, skillacquisition, andacademicachievement at theconclusion of adefined instructionalperiodHingeQuestionsA diagnosticcheck, adeal breakerIntrinsicMotivationOccurs whenstudents areengaged because ofinternal rewards, likea love of learning orinterest in a subject.Self-assessmentThumbsup,thumbsdownExitTasksCaptures themajor focus of thelesson andprovides a sampleof studentperformanceWAITTIMEThe amount of timea teacher pausesbetween asking aquestion and thebeginning of astudent's responseTheFormative5Observations,Interviews,HingeQuestions,Show Me, ExitTasksThink,Pair,ShareTogetherstudentsdiscuss andcompare theiranswers. DailyWhenformativeassessmentsshould begivenShowMeOn the spotdemonstrationofunderstandingBrainstormingUsed to get anidea of what thestudents alreadyknow about thetopicRubricsTools whichenable learnersto put revisionandimprovementfront and centerPerformanceAssessmentRequires students todirectly demonstratewhat they know andare able to dothrough open-endedtasksTeachersThe creatorsof formativeassessmentsGamificationHeightens studentengagement, canencouragecreative andcomplex thinkingHandSignalsUsed togauge studentunderstandingon a scale of1-5GuidingQuestionsUsed in thedevelopmentof theformativeassessmentFREESPACE!DescriptiveFeedbackSpecific informationin the form of writtencomments orconversations thathelp the learnerunderstand what sheor he needs to do inorder to improve.FormativeAssessmentHelps studentsidentify theirstrengths andweaknesses andtarget areas thatneed workExitTicketUsed at the endof the lessonand revolvesaround the bigideaScaffoldingBreaking up thelearning intochunks andproviding a tool, orstructure, witheach chunkTargetedInstructionThe alignmentof specificstudent needsto establishedlearning goalsConceptMapA diagram thatshows therelationshipsbetweendifferent ideasAcademicEfficacyAn increasedbelief thatstudents canlearnReflectionSurveyWhen students areincluded in the assessmentprocess by being asked orrequired to thinkindividually or together withothers upon their ownlearning experience, eitherin writing or orally.InterviewsBriefconversationsthat provide adeep dive intostudent thinkingObservationsOccursthroughoutthe day,every dayLearningGapA discrepancybetween what astudent has learnedand what a studentwas expected tolearn by a specificpoint in theireducationSummativeAssessmentUsed to evaluatestudent learning, skillacquisition, andacademicachievement at theconclusion of adefined instructionalperiodHingeQuestionsA diagnosticcheck, adeal breakerIntrinsicMotivationOccurs whenstudents areengaged because ofinternal rewards, likea love of learning orinterest in a subject.Self-assessmentThumbsup,thumbsdownExitTasksCaptures themajor focus of thelesson andprovides a sampleof studentperformanceWAITTIMEThe amount of timea teacher pausesbetween asking aquestion and thebeginning of astudent's responseTheFormative5Observations,Interviews,HingeQuestions,Show Me, ExitTasksThink,Pair,ShareTogetherstudentsdiscuss andcompare theiranswers. DailyWhenformativeassessmentsshould begivenShowMeOn the spotdemonstrationofunderstandingBrainstormingUsed to get anidea of what thestudents alreadyknow about thetopicRubricsTools whichenable learnersto put revisionandimprovementfront and centerPerformanceAssessmentRequires students todirectly demonstratewhat they know andare able to dothrough open-endedtasks

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