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