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

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