CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of the purposes Explores the use of Decides on the purpose Develops and adapts the Demonstrates purposeful
and characteristics of different types of pre- for assessment and skills range of appropriate use of a wide range of
formative and summative assessment, formative to be assessed to select assessments to address assessments to support
assessments. and summative appropriately matches questions about students’ differentiated student
5.1 Applying assessments. pre-, formative and learning needs and learning needs and reflect
knowledge of the summative assessments. progress. progress.
purposes, Begins to identify specific
characteristics, and characteristics of Selects assessments Integrates a variety of Draws flexibility from a
uses of different assessments that yield based on clear characteristics into repertoire of appropriate
types of assessments different types of understanding of the assessments to allow assessment options and
information about purposes and students with a ranges of characteristics to
student preparedness, characteristics of learning needs to maximize student
progress, and proficiency. assessments to support demonstrate what they demonstration of
student learning. know. knowledge.
I check for understanding Depending on the type of Summative assessments
on a regular basis by understanding I’m that I give my students
incorporating classwork looking for in students, I tend to include multiple
assignments and use different methods of choice, true/false,
activities however assessment. Quick matching, and short
quizzes help me gauge for concepts and vocabulary response questions. I find
overall comprehension of can be checked during that some students really
the bigger ideas. class discussion or an exit benefit from having the
(10/01/17) ticket however variety because they may
connection of ideas be better at explaining
require full assignments their understanding
and quizzes. (03/12/18) through a short response
compared to multiple
When I know what I want choice. Having different
to assess students on, I question allows my
am able to choose the students to have at least
best type of assessment part of the assessment
to implement. I am also that is part of their
able to create a study strength. 05/19
guide to teach my
students how to
prepare/study. 12/12/18
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Use data from required Explores collecting Collects a variety of Designs and integrates an Infuses assessments
assessments to assess additional data using formal and informal assessment plan that strategically and
student learning. supplemental assessment data on provides formal and systematically throughout
assessments. student learning. informal assessment data instruction to collect
5.2 Collecting and Follows required on student learning. ongoing assessment data
analyzing processes for data Make adjustments in Uses analysis of a variety appropriate for the range
assessment data analysis and draws planning for single of data to inform planning Uses data analysis of a of learner needs.
from a variety of conclusions about lessons or sequence of and differentiation of broad range of
sources to inform student learning lessons based on analysis instruction. assessments to provide Uses results of ongoing
instruction. of assessment data. comprehensive data analysis to plan and
information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction.
I take the time to review I use daily warm-up Regular checks for
information when prompts, exit tickets, understanding are
necessary after I have class discussions, implemented along with
looked at assessment assignments, and unit quizzes/tests. During
data. I make sure to go quizzes/tests to help unit planning, these
over questions that were assess student learning. assessment pieces are
commonly missed. 03/12/18 embedded throughout.
(10/01/17) 05/19
I check for student
understanding on a
regular basis by using
student responses during
class discussions and
through digital tools like
Socrative. I also use
assignments like labs that
require critical thinking
to assess prior to a unit
exam. 12/12/18
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
5.3 Reviewing data, available assessment data additional assessment variety of data on student broad range of data work and fosters
both individually and as required by site and data individually and learning individually and individually and with colleagues ability to
with colleagues, to district processes. with colleagues and with colleagues to colleagues to analyze identify and address
monitor student identifies learning needs identify trends and student thinking and causes for achievement
learning of individual students. patterns among groups of identify underlying patterns and trends.
students. causes for trends.
I communicate My counterpart and I Following any
assessment data with my regularly discuss our assessment, we identify
counterpart and discuss assessment data results patterns in our student’s
any questions that proved and identify gaps in results data. We try to
to be especially understanding among our identify what may have
polarizing. (10/01/17) students. With this caused students to miss
information, we’re able to frequently missed
reteach/review concepts questions. We can
prior to moving on. determine if there was an
(03/12/18) issue with the wording of
the questioning or a gap
I am still reviewing data of understanding. 05/19
with my counterpart to
track student
achievement and identify
where their
understanding may be
lacking. 12/12/18
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Uses data from Uses data from available Uses a variety of Uses a broad range of Reflects on data
assessments provided by assessments to establish assessment data to set data to set learning goals continuously to make
site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
learning goals for the goals for class and content and academic language that are learning goals for content
class. individual students in language. integrated across content and academic language
5.4 Using assessment single lessons or standards for individuals for the fill range of
data to establish sequences of lessons. and groups. students.
learning goals and to Plans instruction using Plans differentiated
plan, differentiate, available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
and modify guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
instruction learning needs of students’ diverse learning meet individual and differentiate instruction,
individual students. needs. group learning needs. and make ongoing
adjustments to match the
Modifies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments.
Using assessment data, I Assessment data allows Daily warm-ups are used
make sure to me to identify the areas of to check for
review/reteach certain needed improvement for understanding. If I find
content matter that my my students. I can my students did not grasp
students need to pinpoint which topics the concepts from the
understand (10/01/17) confuse them and lesson prior, I embed
appropriately opportunities for review
I’m still using assessment review/reteach to make during that day’s lesson.
data to review/reteach sure their understanding 05/19
certain big ideas. These is complete. 12/12/18
results help me to meet
the needs of my students.
(03/12/18)
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Informs students about Begins to encourage Models and scaffolds Implements structures Provides systematic
learning objectives, students to establish student self-assessment for students to self-assess opportunities for student
outcomes, and summative learning goals through and goal setting and set learning goals self-assessment, goal
assessment results. single lessons or processes for learning related to content, setting, and progress
Recognizes the need for sequence of lessons that content and academic academic language, and monitoring.
5.5 Involving all
individual learning goals. include goal setting language development. individual skills.
students in self-
exercises. Develops students’ meta-
assessment, goal-
Monitors progress using Guides students to Integrates student self- cognitive skills for
setting, and progress
available tools for Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
monitoring
recording. opportunities in single progress on a regular and progress monitoring refining goals towards
lessons or sequence of basis. across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual goals.
By providing students Each quarter, students
with review games, are given a check-in sheet,
students are able to which allows them to
monitor their progress look through their
towards class/individual progress in all of their
goals. They are also able classes. They are able to
to discuss content matter monitor their progress
with their table groups to and determine if there is
see if anything needs to anything that could be
be readdressed. done to help them
(10/01/17) improve. 05/19

My students still have a

lot of work to do
regarding goal setting.
Although we’ve
incorporated a little big of
self-progress monitoring,
it hasn’t happened
enough. I need to find
better structures for my
students to do this.
(03/12/18)

My students still have a

lot of work to do when it
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

comes to goal setting and
monitoring their own
progress. They rely on me
a lot to tell them how
they’re doing instead of
reflecting on their own.
12/12/18

Uses available Explores use of additional Uses technology to design Integrates a variety of Use a wide range of
technologies to record technologies to and implement technologies into the technologies to design,
assessments, determine implement individual assessments, record and development, implement, and analyze
proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and provides
5.6 Using available
make required results, and communicate communicate about of assessments, and for an in depth and
technologies to assist
communications about with administration, student learning with communication of ongoing communication
in assessment,
student learning. colleagues, and families administration, student learning to all regarding student
analysis, and
about student learning. colleagues, families, and audiences. learning to all audiences.
communication of
students. Ensure that
student learning
communications are
received by those who
lack access to technology.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I used illuminate to create I use technology to create
our first quiz and used it my daily Slides to share
in order to record and written instructions and
analyze results as well. behavior expectations
When it comes to with my students. I also
communicating results, I use technology to help my
do so verbally along with create formative (Google
on Aeries. (10/01/17) Form) assessments and
summative (Illuminate)
Technology is still a assessments for my
regular occurrence within students. Our
my classroom. It is used communication system is
for my instruction along used to update grades,
with the student’s work send reminders, and e-
production. It is also used mail families. 12/12/18
for communications 05/19
between myself and my
colleagues along with the
parents of my students.
(03/12/18)

5.7 Using assessment Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
information to share feedback through additional feedback based clear and timely sharing of leadership in seeking and
timely and assessed work and on formative assessments information about comprehensible feedback using ongoing
comprehensible required summative from single lessons or strengths, needs, and to students from formal comprehensible
feedback with assessments. sequence of lessons. strategies for improving and informal assessments communications about
students and their Seeks to provide feedback academic achievement. in ways that support individual student
families Notifies families of in ways that students increased learning. progress and ways to
student proficiencies, understand. Provides opportunities provide and monitor
challenges, and behavior for comprehensible and Communicates regularly support.
issues through school Communicates with timely two-way with families to share a
mandated procedures. families about student communications with range of assessment
progress, strengths, and families to share student information that is
needs at reporting assessments, progress, comprehensible and
periods. Contacts families raise issues and/or responsive to individual
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

as needs arise regarding concerns, and guide student and family needs.
struggling students or family support.
behavior issues.

I use e-mail to I make sure to I’ve implemented more

communicate with my incorporate as many regular communication
student’s families in rubrics as possible for my between myself and my
order to keep them assignments. Rubrics student’s parents and
updated on their make it really easy for me guardians this semester.
progress. (10/01/17) to share their strengths, This is done through
needs, and strategies for weekly check ins with my
improvement. I make students who are
sure to respond to parent struggling and need
e-mails as soon as additional support. I
possible and encourage welcome any input their
an open line of families may have to help
communication. them in the classroom
(03/12/18) setting. 05/19

I try to give my students

feedback on as much
work as possible. I also
make sure to return
feedback and graded
work as soon as possible
so they understand how
to improve and move
forward. 12/12/18