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

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