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

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