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

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