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

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