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
assessments. (09/15/23) pre-, formative and learning needs and learning needs and reflect
5.1 Applying
summative assessments. progress. progress.
knowledge of the
Begins to identify specific
purposes,
characteristics of Selects assessments Integrates a variety of Draws flexibility from a
characteristics, and
assessments that yield based on clear characteristics into repertoire of appropriate
uses of different
different types of understanding of the assessments to allow assessment options and
types of assessments
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
(09/15/23) student learning. know. knowledge.
(03/18/24)
Throughout the lesson As a developing teacher, I
cycle, I rely on different have moved towards
types of pre-assessments, application of different
formative assessments, types of pre-assessments,
and summative formative assessments,
assessments to gauge and summative
where students are at and assessments to gauge
identify points of mastery where students are at and
and/or areas that may identify points of mastery
need potential reteaching and/or areas that may
and continued need potential reteaching
instruction. and continued
Evidence For example, before instruction.
learning a new topic/skill I have moved towards
I ask students to share implementing
what they already know. assessments (both
During the activity formative and
and/or sequence of summative) in the
lessons, I monitor for classroom, in a
understanding, which is purposeful manner. I do
then followed by a form this in order to gain a
of summative assessment clear understanding of
such as a writing student learning and
assignment and/or quiz progression towards the
or exam. clearly-stated and
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
I can continue to develop communicated learning
assessments, but target goal. In addition, I have
them and tailor them begun to use and include
more towards a specific data gathered from these
learning goal, as well as assessments in lesson
use and analyze the planning and other
results to inform broader reflective teaching
learning goals. activities.
(09/15/23) (03/18/24)
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
assessments. student learning. informal assessment data throughout instruction to
Follows required (09/15/23) on student learning. collect ongoing
5.2 Collecting and
processes for data Make adjustments in assessment data
analyzing
analysis and draws planning for single Uses analysis of a variety Uses data analysis of a appropriate for the range
assessment data
conclusions about lessons or sequence of of data to inform broad range of of learner needs.
from a variety of
student learning lessons based on analysis planning and assessments to provide
sources to inform
of assessment data. differentiation of comprehensive Uses results of ongoing
instruction.
instruction. (09/15/23) information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
(03/18/24)
While in the classroom, I While in the classroom, I
collect various forms of design and implement an
assessment data from assessment plan that
multiple sources, provides both formative
including written, oral, and summative (ie: group
and observed. monitoring, end-of-unit
I review the data when exams), and formal and
moving forward to plan informal (ie: exams,
the next lesson. game-based assessment
I can continue to improve review) data and
in this area by using my statistics on student
analysis to inform my learning. I use these data
broader planning and points, from multiple
Evidence
differentiation of sources, in order to guide
instruction to a wider, current and future
more significant degree. planning and
(09/15/23) differentiation within
instruction. I have shifted
my long-term planning to
include alternative
outcomes and/or
roadmaps based upon
student mastery of
learning goals, provided
by data.
(03/18/24)
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
available assessment data additional assessment variety of data on student broad range of data work and fosters
5.3 Reviewing data,
as required by site and data individually and learning individually and individually and with colleagues ability to
both individually and
district processes. with colleagues and with colleagues to colleagues to analyze identify and address
with colleagues, to
identifies learning needs identify trends and student thinking and causes for achievement
monitor student
of individual students. patterns among groups of identify underlying patterns and trends.
learning
students. (09/15/23) causes for trends.
(03/18/24)
I am part of a PLC group. I am part of a PLC group.
In this PLC group- In this PLC group-
organized by department organized by department
and subject- we are and subject- we are
collaboratively working collaboratively working
to collect multiple forms to collect multiple forms
of data on students’ of data on students’
individual learning. We individual learning. We
discuss and share results discuss and share results
to find common trends to find common trends
and patterns among and patterns among
groups of students. groups of students.
I also conduct this I also conduct this
process individually. process individually.
I can continue to use I have moved from
Evidence these practices to expand collecting data purely
on the types of data that based upon multiple-
are collected and choice common
monitored, in order to assessments, to free-
identify the actual causes response assessments,
behind the which more accurately
commonalities. represent student
(09/15/23) thought process.
(03/18/24)
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 (09/15/23) Plans differentiated
plan, differentiate, available curriculum lessons and modifications Plans differentiated Uses data systematically
and modify guidelines. Plans adjustments in to instruction to meet instruction targeted to to refine planning,
instruction instruction to address students’ diverse learning meet individual and differentiate instruction,
learning needs of needs. group learning needs. and make ongoing
individual students. (03/18/24) adjustments to match the
(09/15/23) Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
In the classroom, I use I use data from a variety
data from available of sources (ie: group
assessments to adjust monitoring, exit tickets,
learning goals to better fit questionnaires, MCQs,
students’ needs and FRQs, Blooket, Kahoot,
strengths. Gimkit) in order to
I often will use this identify and set flexible,
process to help individual but clear student learning
students and/or groups goals for content, as well
of students with similar as academic language. I
needs. plan differentiated
Evidence I can continue to lessons, as well as modify
implement this practice instruction in order to
but extend it into meet the diverse learning
modifying instruction needs of my student-
before-hand and/or ‘on base; I do this both
the spot’ to meet a more through reflection and
diverse level of learning intentional planning, as
needs. (09/15/23) well as “on the spot.”
(03/18/24)
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 learning goals through and goal setting and set learning goals self-assessment, goal
summative assessment single lessons or processes for learning related to content, setting, and progress
results. Recognizes the sequence of lessons that content and academic academic language, and monitoring.
5.5 Involving all
need for individual include goal setting language development. individual skills.
students in self-
learning goals. exercises. (09/15/23) Develops students’ meta-
assessment, goal-
Integrates student self- cognitive skills for
setting, and progress
Monitors progress using Provides students with Guides students to assessment, goal setting, analyzing progress and
monitoring
available tools for opportunities in single monitor and reflect on and progress monitoring refining goals towards
recording. lessons or sequence of progress on a regular across the curriculum. high levels of academic
lessons to monitor their basis. (09/15/23) (03/18/24) achievement.
own progress toward
class or individual goals.
I model and scaffold the I implement structures
process that students for students (ie: such as
should embark on to set structured, guided
academic and content- reflection on academic,
related goals, in addition evidence-based writing in
to the process of grasping response to an EQ) to
and utilizing academic self-assess and set their
content and language. own learning goals, in
Students are tasked with relation to content,
reflection and progress academic language, and
on a regular basis. individual skills. In doing
An example of this is so, students are engaged
Evidence when I model how to in self-assessment,
address, complete, and setting their own
reflect on an FRQ writing academic goals, and
response that tasks monitoring their own
students with progress across the
synthesizing academic curriculum in periodic
language and content. ‘check ups’.
I can use the results of (03/18/24)
these actions to develop
students’ meta-cognitive
skills for analysis and
continue to strive for
excellency. (09/15/23)
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
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
5.6 Using available
make required results, and communicate communicate about of assessments, and provides for an in depth
technologies to assist
communications about with administration, student learning with communication of and ongoing
in assessment,
student learning. colleagues, and families administration, student learning to all communication regarding
analysis, and
about student learning. colleagues, families, and audiences. student learning to all
communication of
(09/15/23) students. Ensure that audiences.
student learning
communications are
received by those who
lack access to technology.
(03/18/24)
As new technologies I use technology in order
emerge, I find ways to to design and implement
utilize them within the assessments, record and
classroom. analyze result, and
Just within this past communicate the specific
semester, I have used a results to colleagues in
wide variety of PLC meetings, parents
technologies to during conference
implement assessments, meetings, and students
record results, and during one-to-one
communicate with conversation.
involved parties This can also be done via
regarding student posting and
learning. These include: communicating via Aeries
Evidence
posting grades via Aeries, and Aeries
communicating with Communications, Google
parents via Aeries Classroom activities, in-
Communications, person conversations,
organizing phone and even by phone
conferences and/or email and/or email.
exchanges, progress I have also communicated
reports via Aeries, and and worked with the
feedback on academic Special Education
writing samples and Department and school-
exams, as well as positive site administration to
reinforcement. discuss assessment data
I have also communicated and plan for future
and worked with the supports and/or
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Special Education interventions for
Department and school- individual students.
site administration to I also work to ensure that
discuss assessment data communications are
and plan for future received by all, regardless
supports and/or of their level of access to
interventions for technology, sometimes
individual students. adapting my attempts to
I can improve in this area reach out to families,
by being more mindful of utilizing the help of the
who has access to certain on-site TOSA.
types of technology, and (03/18/24)
initiate communications
in a timelier manner.
(09/15/23)
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
feedback through additional feedback clear and timely sharing of leadership in seeking and
assessed work and based on formative information about comprehensible feedback using ongoing
required summative assessments from single strengths, needs, and to students from formal comprehensible
assessments. lessons or sequence of strategies for improving and informal assessments communications about
lessons. Seeks to provide academic achievement. in ways that support individual student
5.7 Using assessment Notifies families of feedback in ways that increased learning. progress and ways to
information to share student proficiencies, students understand. Provides opportunities provide and monitor
timely and challenges, and behavior (09/15/23) for comprehensible and Communicates regularly support.
comprehensible issues through school timely two-way with families to share a
feedback with mandated procedures. Communicates with communications with range of assessment
students and their families about student families to share student information that is
families progress, strengths, and assessments, progress, comprehensible and
needs at reporting raise issues and/or responsive to individual
periods. Contacts families concerns, and guide student and family needs.
as needs arise regarding family support.
struggling students or (03/18/24)
behavior issues.
(09/15/23)
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
I use assessments to I use assessments to
monitor student progress monitor student progress
and communicate with and communicate with
the appropriate parties the appropriate parties
when concerns arise from regarding concerns, as
the results of the student well as positive feedback,
assessments. I do this by per the results of the
providing feedback on student assessments.
both summative and I provide feedback on
formative assessments, as both summative and
well as reaching out to formative assessments,
students and their reaching out to students
families. and their families when
Evidence
I can work to appropriate.
communicate more I have made it part of my
regularly with students classroom routine to
and their families provide feedback to
regarding not only students, in relation to
potential concerns, but their progress towards
positive feedback as well. the learning goals.
(09/15/23) Likewise, I have also
worked to ensure that
communication regarding
student progress is a 2-
way street.
(03/18/24)