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

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.


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