CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Is aware of the purposes Explores the use of
and characteristics of different types of
formative and summative pre-assessment,
assessments. formative and summative
5.1 Applying assessments.
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.
Uses a variety of
pre-assessments,
formative assessments
and summative
assessments to drive
instruction. Results of
assessments used to
group students for
instruction. (9/19/20).
Teacher uses formative
and summative
assessments throughout
curricular units, though
pre-assessments are not
often used. Students also
complete
self-assessments
throughout lessons.
(4/6/21)
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. 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. knowledge.
Selects appropriate
assessments based on
state standards as well as
needs of students, to
ensure that assessment
data will be useful and
formative. (12/12/21)
CSTP 5: Assessing Students for Learning
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 student lessons or sequence of and differentiation of broad range of
sources to inform 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.
Uses both informal
(student self-assessment,
formative assessment,
daily check-ins) and
formal (summative unit
assessments, baseline
assessments, formal STAR
assessments) regularly in
the classroom and uses
results to inform future
instruction and
differentiation (supports
and grouping).
(9/19/20).

Many types of assessment

are used regularly-
formal, informal, and
summative, as well as
self-assessment, to collect
student data. (12/12/21)
CSTP 5: Assessing Students for Learning
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 with learning individually and individually and with colleagues ability to
with colleagues, to district processes. colleagues and identifies with colleagues to colleagues to analyze identify and address
monitor student learning needs of identify trends and student thinking and causes for achievement
learning individual students. patterns among groups of identify underlying patterns and trends.
students. causes for trends.
Reviewed baseline Teacher analyzes informal
assessments at the and formal data regularly
beginning of the school to monitor student
year for reading, math mastery, and to plan for
and writing, and used this future instruction. Along
data to group students with colleagues, teacher
and recommend certain analyzes formal
students for additional assessment data with
aid by the resource colleagues. (12/12/21)
teacher and those
students who need
additional challenge
(9/19/20).
CSTP 5: Assessing Students for Learning
Uses data from Uses data from available
assessments provided by assessments to establish
site and district to set content-based learning
learning goals for the goals for class and
class. individual students in
5.4 Using assessment single lessons or
data to establish sequences of lessons.
learning goals and to Plans instruction using
plan, differentiate, available curriculum Plans adjustments in
and modify guidelines. instruction to address
instruction learning needs of
individual students.
Learning goals adjusted
based on needs of
students (do not move on
to new goals or units until
students show mastery of
first goal, as appropriate).
Learning goals could be
made more clear to
students. (9/19/20).
Student data is used to
plan instruction, though
learning goals remain the
same. Students all have
the same learning goals.
(4/6/21)
Uses a variety of Uses a broad range of Reflects on data
assessment data to set data to set learning goals continuously to make
student learning goals for for content and academic ongoing refinements to
content and academic language that are learning goals for content
language. integrated across content and academic language
standards for individuals for the fill range of
and groups. students.
Plans differentiated
lessons and modifications Plans differentiated Uses data systematically
to instruction to meet instruction targeted to to refine planning,
students’ diverse learning meet individual and differentiate instruction,
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.
Uses student assessment
data to plan small group
lessons and create goals.
Re-assesses based on
these goals and to realign
lessons. (12/12/21)
CSTP 5: Assessing Students for Learning
Informs students about Begins to encourage Models and scaffolds Implements structures for Provides systematic
learning objectives, students to establish student self-assessment students to self-assess opportunities for student
outcomes, and summative learning goals through and goal setting processes and set learning goals self-assessment, goal
assessment results. single lessons or for learning content and related to content, setting, and progress
Recognizes the need for sequence of lessons that academic language academic language, and monitoring.
5.5 Involving all
individual learning goals. include goal setting development. individual skills.
students in
exercises. Develops students’
self-assessment,
Monitors progress using Guides students to Integrates student meta-cognitive skills for
goal-setting, and
available tools for Provides students with monitor and reflect on self-assessment, goal analyzing progress and
progress monitoring
recording. opportunities in single progress on a regular setting, and progress refining goals towards
lessons or sequence of basis. monitoring across the high levels of academic
lessons to monitor their curriculum. achievement.
own progress toward
class or individual goals.
Learning objectives Some informal student
described to students, self-assessment has been
however students are not done (students have
involved in goal setting. corrected and edited their
(9/19/20). work, as well as informal
assessments of
understating of content).
(9/19/20).

Students have discussed

learning goals and and
weekly intentions, though
they do not make
individualized goals.
(12/12/21)
CSTP 5: Assessing Students for Learning
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.

Many assessments Use of technology when

administered via different implementing certain
technologies (flipgrid, assessments, as well as
zoom, google forms and when collecting and
google slides) during analyzing data.
distance learning, and (12/12/21)
when in person. Other
technologies (excel) used
to analyze assessment
data (9/19/20).

Assessments are given

both online and on paper.
Assistive technologies are
used, such as auditory aid
for English Language Arts
assessment. (4/6/21)
CSTP 5: Assessing Students for Learning
Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
feedback through additional feedback based clear and timely sharing of leadership in seeking and
assessed work and on formative assessments information about comprehensible feedback using ongoing
required summative from single lessons or strengths, needs, and to students from formal comprehensible
assessments. sequence of lessons. strategies for improving and informal assessments communications about
5.7 Using assessment Seeks to provide feedback academic achievement. in ways that support individual student
information to share Notifies families of in ways that students increased learning. progress and ways to
timely and student proficiencies, 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.
behavior issues.
Have not yet taken time to Teacher conferences with
communicate many students to review
assessment results with assessment data when
parents or students. possible, though not
Minimal feedback has always. Families are
been given, though sometimes involved with
students have not been reviewing assessment
told much more about data. (4/6/21)
their assessments.
(9/19/20). Feedback is still not as
timely as it could be. I
would like to meet with
students more often to
share timely feedback.
(12/12/21)