CSTP 5: Assessing Students for Learning
Element Emerging Exploring
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.9/24/18
5.1 Applying 5/2/19
knowledge of the
purposes, Begins to identify specific
characteristics, and characteristics of
uses of different assessments that yield
types of assessments different types of
information about
student preparedness,
progress, and
proficiency.9/24/18
5/2/19
Applying Integrating Innovating
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. 5/1/20 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. 5/1/20 knowledge.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I grouped students into Assessments are formally Assessments provide
reading groups based on given at the end of the options for visual
formative assessments unit, only if appropriate representation or written
5/2/19 for goal and purpose of words as means of
assessment gauging student
I use results to make comprehension of TL
seating arrangements, as 5/1/20
there are many partner
activities. 9/24/18

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.9/24/18 student learning. informal assessment data throughout instruction to
5.2 Collecting and Follows required 5/2/19 on student learning. collect ongoing
analyzing processes for data Uses analysis of a variety assessment data
assessment data analysis and draws Make adjustments in of data to inform Uses data analysis of a appropriate for the range
from a variety of conclusions about planning for single planning and broad range of of learner needs.
sources to inform student learning lessons or sequence of differentiation of assessments to provide
instruction. lessons based on analysis instruction. 5/1/20 comprehensive Uses results of ongoing
of assessment information to guide data analysis to plan and
data.9/24/18 5/2/19 planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

After an assessment that Constantly checking via
students struggled with, I formative assessments,
will create a reflection online or on paper.
form for them to look
through. 5/2/19 Adjust pacing with
data5/1/20
I supplement my
traditional assessment by
conducting interviews
with sample students.
9/24/18

In observing writing
samples, I gauge what
targeted verb structures
need to be reinforced in
class. 9/24/18

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 with colleagues and with colleagues to colleagues to analyze identify and address
monitor student processes.9/24/18 identifies learning needs identify trends and student thinking and causes for achievement
learning 5/2/19 of individual students. patterns among groups of identify underlying patterns and trends.
students. 5/1/20 causes for trends.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I compare data between Grade calibration with Regular data comparison
my classes. 5/2/19 colleague during prep with other teachers in
department 5/1/20
I use AERIES to review a
student’s previous
assessment data.
9/24/18

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
5.4 Using assessment
site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
data to establish
learning goals for the goals for class and content and academic language that are learning goals for content
learning goals and to
class.9/24/18 5/2/19 individual students in language. 5/1/20 integrated across content and academic language
plan, differentiate,
single lessons or standards for individuals for the fill range of
and modify
sequences of lessons. and groups. students.
instruction
Plans instruction using Plans differentiated
available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
CSTP 5: Assessing Students for Learning
Element Emerging
guidelines. 9/24/18
5/2/19
My assessments mark the
end of a unit, and often
times do not progress
into the next unit. 5/2/19
My assessments are the
basis for continuing or
reviewing with the
learning goals for specific
classes. 9/24/18
The curriculum I use is
Martina Bex’s SOMOS
curriculum. 9/24/18
Informs students about
learning objectives,
outcomes, and
5.5 Involving all
summative assessment
students in self-
results. Recognizes the
assessment, goal-
need for individual
setting, and progress
learning goals.9/24/18
monitoring
Monitors progress using
available tools for
Exploring Applying Integrating Innovating
instruction to address to instruction to meet instruction targeted to to refine planning,
learning needs of students’ diverse learning meet individual and differentiate instruction,
individual students. needs. 5/1/20 group learning needs. and make ongoing
adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
When students retake, Data is collected through
they are expected to informal and formal
come up with next steps means 5/1/20
for after the
reassessment Exit tickets provide real
time data before next
lesson 5/1/20
Begins to encourage Models and scaffolds Implements structures Provides systematic
students to establish student self-assessment for students to self-assess opportunities for student
learning goals through and goal setting and set learning goals self-assessment, goal
single lessons or processes for learning related to content, setting, and progress
sequence of lessons that content and academic academic language, and monitoring.
include goal setting language development. individual skills.
exercises. 5/2/19 5/1/20 Develops students’ meta-
Integrates student self- cognitive skills for
Provides students with Guides students to assessment, goal setting, analyzing progress and
opportunities in single monitor and reflect on and progress monitoring refining goals towards
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

recording.9/24/18 lessons or sequence of progress on a regular across the curriculum. high levels of academic
lessons to monitor their basis. 5/1/20 achievement.
own progress toward
class or individual goals
5/2/19 .
I provide students with Students set their own Each writing prompt
an opportunity to review writing goals. 5/2/19 includes a goal setting
and retake assessments session 5/1/20
during office hours. Students track their
9/24/18 writing goals on a bar ACTFL Proficiency levels
graph every two weeks. provide goal-setting
On Schoology, there is a 5/2/19 language 5/1/20
chart option that tracks a
students’ progress in the
standards. 9/24/18
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 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
9/24/18 about student learning. colleagues, families, and audiences. 5/1/20 learning to all audiences.
communication of
5/2/19 students. Ensure that
student learning
communications are
received by those who
lack access to technology.

I use Schoology to answer Each of my classes has a Assignments are all in- Schoology tests are
parent emails regarding Remind group, so I can class, with technology balanced with paper and
their student’s progress. convey important options provided to pencil tests 5/1/20
9/24/18 information. 5/2/19 students without
technology
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.9/24/28 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 5/1/20 increased learning. progress and ways to
information to share
student proficiencies, students understand. provide and monitor
timely and
challenges, and behavior 5/2/19 Provides opportunities Communicates regularly support.
comprehensible
issues through school for comprehensible and with families to share a
feedback with
mandated Communicates with timely two-way range of assessment
students and their
procedures.9/24/18 families about student communications with information that is
families
progress, strengths, and families to share student comprehensible and
needs at reporting assessments, progress, responsive to individual
periods. Contacts families raise issues and/or student and family needs.
as needs arise regarding concerns, and guide
struggling students or family support. 5/1/20
behavior issues. 5/2/19
On online assessments, I Students receive notes on Students can find
include a comment on the all of their assessments to feedback on Schoology
grade on areas of student clear up any confusion under their assignment
struggles. 9/24/18 about why certain grades grade 5/1/20
are the way they are
I use Schoology to update 5/2/19 Including clear Online communications
students and their rubrics before are more frequent
families about student’s assignment due date 5/1/20
proficiency. 9/24/18
I email parents when
their students are in
danger of not passing the
class at the semester
5/2/19 Need to
communicate before
grading periods
CSTP 5: Assessing Students for Learning