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

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