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

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