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

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