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. pre-, formative and learning needs and learning needs and reflect
5.1 Applying summative assessments. progress. progress.
knowledge of the Begins to identify specific 7/10/20
purposes, characteristics of Integrates a variety of Draws flexibility from a
characteristics, and assessments that yield Selects assessments characteristics into repertoire of appropriate
uses of different different types of based on clear assessments to allow assessment options and
types of assessments information about understanding of the students with a ranges of characteristics to
student preparedness, purposes and learning needs to maximize student
progress, and proficiency. characteristics of demonstrate what they demonstration of
assessments to support know. 7/10/20 knowledge.
student learning.
12/9/20
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
KWL charts are given at Some assessments are
the beginning of units to the same for all students,
determine the prior such as writing a
knowledge of students summary, but
and they fill it out as they modifications are used to
learn more. Each lesson support different
starts with a warm up to students needs. At other
assess their prior times, when I’m not
knowledge as well. Exit focusing on the skill, I
Tickets serve as on going allow students to choose
formative assessments to how they demonstrate
help me determine the their knowledge.
rate and direction of 7/10/20
instruction. Summative
assessments are given in
the form of a test and
project to get a better
idea of students’
understanding. I also use
benchmark tests to
determine students’
reading and writing
levels to plan instruction
and scaffolds. 7/10/20

I adjust assessment types
for students based on
their needs, but that all
align with and support
the learning goals. So one
student might be
assigned a cartoon
assessment while another
might be assigned a
verbal one. 12/9/20
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 7/10/20 on student learning. collect ongoing
5.2 Collecting and
processes for data Make adjustments in 12/9/20 assessment data
analyzing
analysis and draws planning for single Uses analysis of a variety appropriate for the range
assessment data
conclusions about lessons or sequence of of data to inform Uses data analysis of a of learner needs.
from a variety of
student learning lessons based on analysis planning and broad range of
sources to inform
of assessment data. differentiation of assessments to provide Uses results of ongoing
instruction.
instruction. 7/10/20 comprehensive data analysis to plan and
information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction.
Exit tickets and other I use student’s daily work
informal formative and exit tickets to
assessments, such as 3-2- monitor understanding as
1 and whip-around, help informal assessment data
me determine student as well as their results
understanding of a given from programs like IXL to
lesson or concept. obtain formal assessment
Reviewing this helps me data. 12/9/20
know if I need to reteach
a concept or just correct a
misunderstanding. I
evaluate me lesson, the
goals, and the activities
based on how well
students learned the
content. I’ve had to make
note that students need a
prerequisite skills before
doing an activity that I
wasn’t aware of before or
that certain
explanations/instructions
were not clear. 7/10/20
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. 7/10/20 causes for trends.
12/9/20
I use formative and After students turned in
summative assessments their Explorer Reports, I
in my class (written and noticed several students
verbal) to monitor struggled to summarize
student learning. It has in their own words. I
happened that a student spoke with the ELA
demonstrated teacher and we decided
understanding in class to both teach a lesson on
lessons, but doesn’t do summarizing. 12/9/20
well on the test. When I
sit with them again and
do an oral review they
demonstrate that they do
know the content; they
just need to work on test
taking skills. I also use
adaptive technology
results and benchmark
tests, along with my
colleagues to better
understand where
students are at and how
to best help and challenge
them. 7/10/20
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. 7/10/20 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. 12/9/20 group learning needs. and make ongoing
7/10/20 adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
I am not yet able to plan All the informal
full on differentiated observations of student
lessons consistently, interactions and
although I am aware of consistency of work, as
and try to implement well as formal
different elements of assessments in the form
differentiated instruction. of tests and projects help
However, I am able to me determine where the
make adjustments to class is as a whole and
support student needs, were individual students
such as giving extra time are at. Adaptive software
on an assignment, having results for reading help
them work one-on-one me determine whether or
with me or in a group, not individual students
using sentence stems, etc. are progressing in their
7/10/20 reading comprehension.
7/10/20

In the lesson discussing
Hammurabi’s Code and
its effects, I assigned
group roles based on
student needs as well as
provided students with
sentence stems to
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
support their discussions.
12/9/20

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. 7/10/20 Develops students’ meta-
assessment, goal- Guides students to Integrates student self- cognitive skills for
setting, and progress Monitors progress using Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
monitoring available tools for opportunities in single progress on a regular and progress monitoring refining goals towards
recording. lessons or sequence of basis. 12/9/20 across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual goals.
7/10/20
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
I have conferenced with Students take ownership
students individually to of their learning and
help them craft their own assess their work through
learning goals for the my classroom policy of
class every trimester, but resubmitting work. They
I infrequently come back can fix the errors or
to those goals or help missing information in an
students reach them in assignment to fill in the
practical ways. For some information that was
lessons, I have students missing. 12/9/20
rate their own
understanding on a scale
before turning in their
exit ticket. Bigger projects
have rubrics that
students can use to
evaluate their own work
and progress. Sometimes
examples of student work
are given (when I have
them available). I started
keeping a writing
portfolio for each student.
Students are encouraged
to redo assignments and
retake tests to learn from
their work; more specific
feedback is given one-on-
one when I see there is a
great need for it.
7/10/20
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. 5/5/21 student learning to all
communication of
students. Ensure that audiences.
student learning
communications are
received by those who
lack access to technology.
7/10/20
I communicate to I use Flipgrid, Google
students their academic Sites, and text-to-speech
progress through grades, sites to assist students
STAR Test Results, and communicate their
comments on student learning to me, their
work, report cards, rubric classmates, and education
evaluations, conferences, stakeholders. 5/521
and test scores. These are
communicated via paper,
online (grading and
testing sites), and
verbally. I communicate
student success and

needs to families through
Parent-Teacher-Student
conferences, phone calls
when needed, written
notes or emails home,
through the Remind App,
progress reports, report
cards and comments, and
Google Classroom.
Adaptive technology
software also assists in
analyzing student success
and needs. 7/10/20
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 7/10/20 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. 12/9/20
struggling students or
behavior issues. 7/10/20
I try to help students get I communicate with
feedback along the way parents weekly through
through formative email about their
assessments so that it student’s progress and
helps them on their areas of improvement I
summative assessments, see. The regular
but I don’t always correspondence allows
provide timely feedback students to be supported
to students. When I do, I by both their family and
either write comments on me. 12/9/20
their work to stretch
their thinking or help
them improve or provide
the information to them
verbally.

I communicate learning
goals to families at Back
to School Night through
my course outline sheet,
in conversations with
parents after school,
report cards, parent
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
conferences, and email.
All of my communications
with students and their
families is professional
and respectful because a
student’s education is a
partnership between
family and teacher–I have
things to share with the
family and they have
things to share with me.
7/10/20