LearningGapA discrepancybetween what astudent has learnedand what a studentwas expected tolearn by a specificpoint in theireducationExitTasksCaptures themajor focus of thelesson andprovides a sampleof studentperformanceInterviewsBriefconversationsthat provide adeep dive intostudent thinkingObservationsOccursthroughoutthe day,every dayHingeQuestionsA diagnosticcheck, adeal breakerScaffoldingBreaking up thelearning intochunks andproviding a tool, orstructure, witheach chunkSummativeAssessmentUsed to evaluatestudent learning, skillacquisition, andacademicachievement at theconclusion of adefined instructionalperiodThink,Pair,ShareTogetherstudentsdiscuss andcompare theiranswers. ExitTicketUsed at the endof the lessonand revolvesaround the bigideaGuidingQuestionsUsed in thedevelopmentof theformativeassessmentTargetedInstructionThe alignmentof specificstudent needsto establishedlearning goalsDailyWhenformativeassessmentsshould begivenTeachersThe creatorsof formativeassessmentsBrainstormingUsed to get anidea of what thestudents alreadyknow about thetopicFormativeAssessmentHelps studentsidentify theirstrengths andweaknesses andtarget areas thatneed workDescriptiveFeedbackSpecific informationin the form of writtencomments orconversations thathelp the learnerunderstand what sheor he needs to do inorder to improve.PerformanceAssessmentRequires students todirectly demonstratewhat they know andare able to dothrough open-endedtasksHandSignalsUsed togauge studentunderstandingon a scale of1-5RubricsTools whichenable learnersto put revisionandimprovementfront and centerFREESPACE!TheFormative5Observations,Interviews,HingeQuestions,Show Me, ExitTasksGamificationHeightens studentengagement, canencouragecreative andcomplex thinkingShowMeOn the spotdemonstrationofunderstandingAcademicEfficacyAn increasedbelief thatstudents canlearnConceptMapA diagram thatshows therelationshipsbetweendifferent ideasSelf-assessmentThumbsup,thumbsdownIntrinsicMotivationOccurs whenstudents areengaged because ofinternal rewards, likea love of learning orinterest in a subject.ReflectionSurveyWhen students areincluded in the assessmentprocess by being asked orrequired to thinkindividually or together withothers upon their ownlearning experience, eitherin writing or orally.WAITTIMEThe amount of timea teacher pausesbetween asking aquestion and thebeginning of astudent's responseLearningGapA discrepancybetween what astudent has learnedand what a studentwas expected tolearn by a specificpoint in theireducationExitTasksCaptures themajor focus of thelesson andprovides a sampleof studentperformanceInterviewsBriefconversationsthat provide adeep dive intostudent thinkingObservationsOccursthroughoutthe day,every dayHingeQuestionsA diagnosticcheck, adeal breakerScaffoldingBreaking up thelearning intochunks andproviding a tool, orstructure, witheach chunkSummativeAssessmentUsed to evaluatestudent learning, skillacquisition, andacademicachievement at theconclusion of adefined instructionalperiodThink,Pair,ShareTogetherstudentsdiscuss andcompare theiranswers. ExitTicketUsed at the endof the lessonand revolvesaround the bigideaGuidingQuestionsUsed in thedevelopmentof theformativeassessmentTargetedInstructionThe alignmentof specificstudent needsto establishedlearning goalsDailyWhenformativeassessmentsshould begivenTeachersThe creatorsof formativeassessmentsBrainstormingUsed to get anidea of what thestudents alreadyknow about thetopicFormativeAssessmentHelps studentsidentify theirstrengths andweaknesses andtarget areas thatneed workDescriptiveFeedbackSpecific informationin the form of writtencomments orconversations thathelp the learnerunderstand what sheor he needs to do inorder to improve.PerformanceAssessmentRequires students todirectly demonstratewhat they know andare able to dothrough open-endedtasksHandSignalsUsed togauge studentunderstandingon a scale of1-5RubricsTools whichenable learnersto put revisionandimprovementfront and centerFREESPACE!TheFormative5Observations,Interviews,HingeQuestions,Show Me, ExitTasksGamificationHeightens studentengagement, canencouragecreative andcomplex thinkingShowMeOn the spotdemonstrationofunderstandingAcademicEfficacyAn increasedbelief thatstudents canlearnConceptMapA diagram thatshows therelationshipsbetweendifferent ideasSelf-assessmentThumbsup,thumbsdownIntrinsicMotivationOccurs whenstudents areengaged because ofinternal rewards, likea love of learning orinterest in a subject.ReflectionSurveyWhen students areincluded in the assessmentprocess by being asked orrequired to thinkindividually or together withothers upon their ownlearning experience, eitherin writing or orally.WAITTIMEThe amount of timea teacher pausesbetween asking aquestion and thebeginning of astudent's response

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