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

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