I feel confidentusing data tomakeinstructionaldecisions.I have usedself-assessmentsor peerassessments.I havehelpedstudents setlearninggoals.I have used exittickets todeterminemisconceptions.I havesorted exittickets.I have usedexit tickets tocheck forunderstanding.I have re-taughtbased onquiz results.I've givena teachercreatedtest.I use quizzesfor formativeandsummativeassessments.I havethrown anexit ticketaway withoutlooking at it.I have adjustedmy lessonplans based onformativeassessmentresults.I usesuccesscriteria withmy students.I have had astudentsurprise meon anassessment.I find gradingassignmentsoverwhelming.I have seenstudents takeownership oftheir learningthroughassessments.I have useddata toconferencewith astudent.I have givenstudentsfeedbackusing successcriteria.I have usedformativeassessmentsin my class.I have useddata todifferentiateinstruction.I have donesmall groupinstructionbased onstudent data.I've usedstudentreflectionduringassessments.I have givenanassessmentthat didn't goas planned.I haveused datato planinstruction.I have usedstudent worksamples toguide myinstruction.I feel confidentusing data tomakeinstructionaldecisions.I have usedself-assessmentsor peerassessments.I havehelpedstudents setlearninggoals.I have used exittickets todeterminemisconceptions.I havesorted exittickets.I have usedexit tickets tocheck forunderstanding.I have re-taughtbased onquiz results.I've givena teachercreatedtest.I use quizzesfor formativeandsummativeassessments.I havethrown anexit ticketaway withoutlooking at it.I have adjustedmy lessonplans based onformativeassessmentresults.I usesuccesscriteria withmy students.I have had astudentsurprise meon anassessment.I find gradingassignmentsoverwhelming.I have seenstudents takeownership oftheir learningthroughassessments.I have useddata toconferencewith astudent.I have givenstudentsfeedbackusing successcriteria.I have usedformativeassessmentsin my class.I have useddata todifferentiateinstruction.I have donesmall groupinstructionbased onstudent data.I've usedstudentreflectionduringassessments.I have givenanassessmentthat didn't goas planned.I haveused datato planinstruction.I have usedstudent worksamples toguide myinstruction.

Assessment Reflection Bingo - 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
  1. I feel confident using data to make instructional decisions.
  2. I have used self-assessments or peer assessments.
  3. I have helped students set learning goals.
  4. I have used exit tickets to determine misconceptions.
  5. I have sorted exit tickets.
  6. I have used exit tickets to check for understanding.
  7. I have re-taught based on quiz results.
  8. I've given a teacher created test.
  9. I use quizzes for formative and summative assessments.
  10. I have thrown an exit ticket away without looking at it.
  11. I have adjusted my lesson plans based on formative assessment results.
  12. I use success criteria with my students.
  13. I have had a student surprise me on an assessment.
  14. I find grading assignments overwhelming.
  15. I have seen students take ownership of their learning through assessments.
  16. I have used data to conference with a student.
  17. I have given students feedback using success criteria.
  18. I have used formative assessments in my class.
  19. I have used data to differentiate instruction.
  20. I have done small group instruction based on student data.
  21. I've used student reflection during assessments.
  22. I have given an assessment that didn't go as planned.
  23. I have used data to plan instruction.
  24. I have used student work samples to guide my instruction.