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

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