I have usedself-assessmentsor peerassessments.I have givenanassessmentthat didn't goas planned.I have usedexit tickets tocheck forunderstanding.I have had astudentsurprise meon anassessment.I have givenstudentsfeedbackusing successcriteria.I haveused datato planinstruction.I usesuccesscriteria withmy students.I have adjustedmy lessonplans based onformativeassessmentresults.I've givena teachercreatedtest.I have donesmall groupinstructionbased onstudent data.I find gradingassignmentsoverwhelming.I feel confidentusing data tomakeinstructionaldecisions.I have seenstudents takeownership oftheir learningthroughassessments.I've usedstudentreflectionduringassessments.I have usedstudent worksamples toguide myinstruction.I have useddata toconferencewith astudent.I have usedformativeassessmentsin my class.I have useddata todifferentiateinstruction.I havehelpedstudents setlearninggoals.I have used exittickets todeterminemisconceptions.I have re-taughtbased onquiz results.I havesorted exittickets.I use quizzesfor formativeandsummativeassessments.I havethrown anexit ticketaway withoutlooking at it.I have usedself-assessmentsor peerassessments.I have givenanassessmentthat didn't goas planned.I have usedexit tickets tocheck forunderstanding.I have had astudentsurprise meon anassessment.I have givenstudentsfeedbackusing successcriteria.I haveused datato planinstruction.I usesuccesscriteria withmy students.I have adjustedmy lessonplans based onformativeassessmentresults.I've givena teachercreatedtest.I have donesmall groupinstructionbased onstudent data.I find gradingassignmentsoverwhelming.I feel confidentusing data tomakeinstructionaldecisions.I have seenstudents takeownership oftheir learningthroughassessments.I've usedstudentreflectionduringassessments.I have usedstudent worksamples toguide myinstruction.I have useddata toconferencewith astudent.I have usedformativeassessmentsin my class.I have useddata todifferentiateinstruction.I havehelpedstudents setlearninggoals.I have used exittickets todeterminemisconceptions.I have re-taughtbased onquiz results.I havesorted exittickets.I use quizzesfor formativeandsummativeassessments.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 self-assessments or peer assessments.
  2. I have given an assessment that didn't go as planned.
  3. I have used exit tickets to check for understanding.
  4. I have had a student surprise me on an assessment.
  5. I have given students feedback using success criteria.
  6. I have used data to plan instruction.
  7. I use success criteria with my students.
  8. I have adjusted my lesson plans based on formative assessment results.
  9. I've given a teacher created test.
  10. I have done small group instruction based on student data.
  11. I find grading assignments overwhelming.
  12. I feel confident using data to make instructional decisions.
  13. I have seen students take ownership of their learning through assessments.
  14. I've used student reflection during assessments.
  15. I have used student work samples to guide my instruction.
  16. I have used data to conference with a student.
  17. I have used formative assessments in my class.
  18. I have used data to differentiate instruction.
  19. I have helped students set learning goals.
  20. I have used exit tickets to determine misconceptions.
  21. I have re-taught based on quiz results.
  22. I have sorted exit tickets.
  23. I use quizzes for formative and summative assessments.
  24. I have thrown an exit ticket away without looking at it.