CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of the purposes Explores the use of
and characteristics of different types of pre-
formative and summative assessment, formative
assessments. and summative
assessments.
5.1 Applying
knowledge of the
Begins to identify specific
purposes,
characteristics of
characteristics, and
assessments that yield
uses of different
different types of
types of assessments
information about
student preparedness,
progress, and proficiency.
Decides on the purpose Develops and adapts the Demonstrates purposeful
for assessment and skills range of appropriate use of a wide range of
to be assessed to select assessments to address assessments to support
appropriately matches questions about students’ differentiated student
pre-, formative and learning needs and learning needs and reflect
summative assessments. progress. progress.
Selects assessments Integrates a variety of Draws flexibility from a
based on clear characteristics into repertoire of appropriate
understanding of the assessments to allow assessment options and
purposes and students with a ranges of characteristics to
characteristics of learning needs to maximize student
assessments to support demonstrate what they demonstration of
student learning. know. 3/16/20 knowledge.
4/29/19
I started the year with an Besides offering several
ungraded diagnostic formative assessments
exam to determine what prior to giving a
skill areas were areas of summative assessment, I
strength and areas of include various elements
weakness for students, in my assessments to
and I use this data to ensure that I am testing
inform my year-long what students actually
plans. I also plan several know. For example, for a
formative assessments poetry test for English
during a unit that cover learners, I included
the skills of a unit pictures and defined
assessment, and I provide terms that were not being
feedback on these tested to see if they could
assessments to indicate actually identify the
how students can themes and structures of
improve. I work with my the different poems.
grade level department 3/16/20
team members to
determine what skills we
are focusing on, and I
backwards plan for
appropriate formative
quizzes and assignments
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

that build those skill sets
in preparation for the
unit assessment. 9/22/18

Addition for end of year

re-assessment: I continue
to be intentional about
my use of assessments
and the benefits and
drawbacks of different
types of assessments for
individual skill sets, and I
use the information
garnered from these
assessments to make
instructional decisions as
I teach and plan. 4/29/19
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
5.2 Collecting and Follows required on student learning. collect ongoing
analyzing processes for data Make adjustments in Uses analysis of a variety assessment data
assessment data analysis and draws planning for single of data to inform Uses data analysis of a appropriate for the range
from a variety of conclusions about lessons or sequence of planning and broad range of of learner needs.
sources to inform student learning lessons based on analysis differentiation of assessments to provide
instruction. of assessment data. instruction. 11/12/19 comprehensive Uses results of ongoing
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. 3/16/20 success.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
For formal data, I use
weekly mastery checks
(quizzes) to assess
students’ mastery of a
particular skill set that
we have worked on in
class, and I have an
upcoming summative
unit test (covering
reading and writing
skills) for the nonfiction
unit. I also use vocabulary
quizzes. My informal
assessments include my
observations when I walk
around the room as
students work in pairs or
groups and I ask them
about what they are
completing as well as my
notes about student
discussion and written
responses during whole-
class learning. I review
this information in order
to better differentiate my
lessons and meet the
varied needs of students.
Addition for end of year
re-assessment: I continue
to use the data from
assessments to inform
instruction, and I invite
students to take
advantage of our school’s
revision policy so that
they can improve their
demonstration of mastery
after we do additional
Integrating Innovating
Using backwards
planning, I am better able
to plan a variety of
assessments to ascertain
students’ level of mastery
of standards and
concepts. I routinely
include formative reading
and writing assessments
as part of packet work for
each unit, checking
student progress
throughout the unit. I also
provide rubrics for
students for all graded
work, and by using these
rubrics, I am also able to
compare student data to
inform future instruction.
In particular, by using
rubrics across various
categories for a particular
assignment, I can
pinpoint student and
class areas of strength
and weakness and focus
my instructional
attention on those areas
in which students have
not yet achieved mastery
of the standards. 3/16/20
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

practice that is tailored to
their previous areas of
difficulty. 11/12/19
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. 9/22/18 causes for trends. 3/16/20
4/29/19
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
After giving any formal
assessment (formative or
summative), I review
trends among students
regarding which
questions are missed
(indicating either a
poorly written question
or the need to revisit that
concept for class
instruction) and whether
students have a common
wrong answer (in which
case there was likely a
misconception). On a
weekly basis, I review a
variety of resources,
including discussion
contributions, reading
annotations, notes, and
short written responses.
When my colleagues and
I use common
assessments, we meet to
compare data about how
students performed and
discuss trends, which can
lead to insights about
what styles of teaching
are effective for various
students. 9/22/18
5.4 Using assessment Uses data from Uses data from available Uses a variety of
data to establish assessments provided by assessments to establish assessment data to set
learning goals and to site and district to set content-based learning student learning goals for
plan, differentiate, learning goals for the goals for class and content and academic
and modify class. individual students in language.
instruction single lessons or
sequences of lessons.
Plans instruction using 9/22/18 Plans differentiated
available curriculum lessons and modifications
Integrating
With my PLC group, we
analyze data for common
assessments and look at
question wording,
distractor choices, and
the skills being tested to
ascertain where student
gaps in understanding
remain as well as where
students have
demonstrated mastery
(on an individual level,
class level, and instructor
level), and we reflect on
our own teaching
practices (for example,
what did one teacher do
differently that resulted
in higher scores on
question 3 for her
students?) and how we
can incorporate such
strategies going forward
to bolster the learning of
our students. 4/29/19
Uses a broad range of
data to set learning goals
for content and academic
language that are
integrated across content
standards for individuals
and groups.
Plans differentiated
Innovating
I frequently organize the
PLC meetings with our
ninth grade team and set
up the agenda, which
always includes time to
review patterns we are
seeing in our students’
assessments. We then use
this information to
determine if one person is
teaching something more
effectively and what
strategies that person is
using so that we can
incorporate those
strategies into our own
classrooms going
forward. 3/16/20
Reflects on data
continuously to make
ongoing refinements to
learning goals for content
and academic language
for the fill range of
students.
Uses data systematically
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

guidelines. Plans adjustments in to instruction to meet instruction targeted to to refine planning,
instruction to address students’ diverse learning meet individual and differentiate instruction,
learning needs of needs. 4/29/19 group learning needs. and make ongoing
individual students. adjustments to match the
9/22/18 Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
3/16/20
I use the data from In addition to what I was I use Respondus through
assessments to determine doing at the beginning of Schoology for many of my
both general trends for the year, I have shifted quizzes and other
the areas of skill mastery my focus from creating formative assessments.
and areas that fall short lessons and then Respondus ensures that
of mastery (to varying differentiating them to students cannot have
degrees). This incorporating other tabs open on their
information helps me differentiation as I plan, computers while
adjust my whole-class knowing what my completing a quiz, and I
teaching to better meet learners’ needs are. I also can customize the answer
the needs of my students use assessment data from choices and question
as a class. For individual the current and previous order to differentiate the
learning that shows units to determine where assessment for different
different data from the I need to reinforce and learning needs. 3/16/20
class data, I work one-on- where I need to extend
one with students during content and academic
Office Hours, at lunch, or language, and I make a
most frequently during point of cycling back to
student group/partner previous information
work time to ensure that both on summative
I am providing extra assessments (like final
support for the students exams) and in informal
who need it. This support class discussions to
includes verbal create a culture of
clarification as well as academic language in the
step by step directions classroom for all
9/22/18 students. 4/29/19
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Informs students about Begins to encourage
learning objectives, students to establish
outcomes, and learning goals through
summative assessment single lessons or
results. Recognizes the sequence of lessons that
5.5 Involving all need for individual include goal setting
students in self- learning goals. exercises. 9/22/18
assessment, goal-
setting, and progress Monitors progress using Provides students with
monitoring available tools for opportunities in single
recording. lessons or sequence of
lessons to monitor their
own progress toward
class or individual goals.
9/22/18
For nearly all
assignments, students
receive copies of the
rubrics by which they will
be assessed in advance,
and we go over the
expectations detailed in
the rubrics. This gives
students a clear picture of
what my expectations
are, and they can set their
goals based on the score
that they want to earn. I
also encourage students
to track their progress by
checking their grades and
looking specifically at
their scores for our
mastery checks, which
shows how well they are
able to demonstrate
understanding and
mastery of a skill set.
9/22/18
Applying Integrating
Models and scaffolds Implements structures
student self-assessment for students to self-assess
and goal setting and set learning goals
processes for learning related to content,
content and academic academic language, and
language development. individual skills.
Guides students to Integrates student self-
monitor and reflect on assessment, goal setting,
progress on a regular and progress monitoring
basis. across the curriculum.
11/12/19
In addition to what I was
doing at the beginning of
the year, I also have
incorporated
metacognitive
assignments and
reflections into each unit
for students to self-assess
and set learning goals for
themselves. I review
students’ responses and
share general trends with
the class, and I then
incorporate that
information into future
instruction and learning
activities. 11/12/19
Innovating
Provides systematic
opportunities for student
self-assessment, goal
setting, and progress
monitoring.
Develops students’ meta-
cognitive skills for
analyzing progress and
refining goals towards
high levels of academic
achievement. 3/16/20
At the beginning of each
unit, I offer students a
chance to reflect on the
previous unit and how
they want to apply what
they’ve learned
(academically and about
themselves) to the
remainder of the year
(through journal entries,
goal setting sheets, and
partner discussions). I
also meet with students
at least twice a semester
individually (usually
during an in-class work
day) to assess their goals
and look through their
grades, and we discuss
any tweaks they have to
their goals or if they need
to do anything differently
to reach those goals.
3/16/20
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
Uses available Explores use of additional Uses technology to design
technologies to record technologies to and implement
assessments, determine implement individual assessments, record and
proficiency levels, and assessments, record analyze results, and
5.6 Using available
make required results, and communicate communicate about
technologies to assist
communications about with administration, student learning with
in assessment,
student learning. colleagues, and families administration,
analysis, and
about student learning. colleagues, families, and
communication of
students. Ensure that
student learning
communications are
received by those who
lack access to technology.
9/22/18
I use Google Classroom
and Schoology for
assessments of various
kinds, and within
Schoology, scores that
students earn go
automatically into the
gradebook, and I receive
data about student
performance on an
individual as well as a
whole-class level at a
glance. I also post daily
agendas in Google
Classroom with links to
our class assignments so
that students have access
to all of our classroom
materials electronically. I
also communicate with
students, families, and the
administration through
Schoology (both through
email posts and through
up-to-date record
keeping) how students
are performing, and I
Integrating Innovating
Integrates a variety of Use a wide range of
technologies into the technologies to design,
development, implement, and analyze
implementation, analysis assessments and provides
of assessments, and for an in depth and
communication of ongoing communication
student learning to all regarding student
audiences. 3/16/20 learning to all audiences.
I have become more
adept at using Schoology
for assessments, and I
have also incorporated
Google Forms
assessments, both
resources of which have
provided me with a
wealth of data to analyze.
I have also used
Schoology more to
communicate not only
with students and
families but also with
administrators and other
teachers, particularly
when I am inviting
observations of my class
and sharing resources.
3/16/20
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

reach out to parents via
email and/or phone when
students are not doing
well. Moreover, I also
choose a few students per
class each week to
receive positive emails or
phone calls home.
9/22/18
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
5.7 Using assessment lessons. Seeks to provide academic achievement. in ways that support individual student
information to share Notifies families of feedback in ways that increased learning. progress and ways to
timely and student proficiencies, students understand. Provides opportunities provide and monitor
comprehensible challenges, and behavior for comprehensible and Communicates regularly support.
feedback with issues through school Communicates with timely two-way with families to share a
students and their mandated procedures. families about student communications with range of assessment
families 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
as needs arise regarding concerns, and guide student and family needs.
struggling students or family support. 3/16/20
behavior issues. 4/29/19
I offer feedback for After a major assessment,
students on assignments I go over the holistic
on a regular basis, though goods and betters with
one of my goals is to students and return their
improve the timeliness of individual work with
my feedback. Using comments and a graded
rubrics help provide rubric for individual
comprehensible feedback feedback as to how
to students because we students can improve. I
have already gone over like to identify one thing
the rubrics in advance, students did well and one
and if a student does not area of improvement
receive full credit for an moving forward. I also
assignment, I leave a note email parents prior to
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

of feedback indicating progress reporting
how the assignment periods if a student is not
could be improved. (I also doing well or not
try to find something that performing at his/her
the student did well on normal level to
the assignment to preemptively address
provide reinforcement of issues of reduced
skill sets mastered and academic achievement.
positive feedback.) 3/16/20
As I mentioned in the
previous section, I keep
my gradebook open and
available to students and
families, and when
progress reports
approach, I contact
families regarding any
major concerns I see
about student progress.
9/22/18

Addition for end of year

re-assessment: I continue
to maintain open
communication with
students and families
regarding student
progress and completion
of assignments, and even
if I do not grade an
assignment immediately,
I make a note within 24
hours if the student was
absent and still needs to
submit the assignment or
whether a student failed
to submit the assignment.
By providing comments
in Schoology, I am able to
be more immediately
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

transparent with
students and families
about student progress.
4/29/19