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
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.
I have yet to give my I have developed some
students’ their first great summative
assessments, so I am very assessments for my units.
new to this category. What my principal has
9/26/20 shared that he likes about
my exam is the range of
type of questions,
true/false, matching,
multiple choice, short
answer, long answer and
essay. However next year
I want to focus on
creating pre-assessments
and informal
assessments. 4/18/2021
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.
In math class I have been
including openers into
my daily math lessons.
These openers are
typically between 1-4
questions to assess
student knowledge.
These formative
assessments allow me to
better understand what
student did and did not
understand from
previous lessons.
11/11/21
CSTP 5: Assessing Students for Learning
Element Emerging
Use data from required
assessments to assess
student learning.
5.2 Collecting and Follows required
analyzing processes for data
assessment data analysis and draws
from a variety of conclusions about
sources to inform student learning
instruction.
I have yet to give my
students’ their first
assessments, so I am very
new to this category. Due
to this, I have not yet
collected data on my
students test scores. My
school did not provide me
with any prior grades or
scores for my students in
both math and history.
9/26/20
This data piece I will need
support from my mentor
next year on this one.
4/18/2021
Exploring Applying Integrating Innovating
Explores collecting Collects a variety of Designs and integrates an Infuses assessments
additional data using formal and informal assessment plan that strategically and
supplemental assessment data on provides formal and systematically
assessments. student learning. informal assessment data throughout instruction to
on student learning. collect ongoing
Make adjustments in Uses analysis of a variety assessment data
planning for single of data to inform Uses data analysis of a appropriate for the range
lessons or sequence of planning and broad range of of learner needs.
lessons based on analysis differentiation of assessments to provide
of assessment data. instruction. comprehensive Uses results of ongoing
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
Using Khan Academy,
students are able to take
quizzes after each
section. Khan tracks
student learning and also
recommends lessons to
return back to for extra
practice depending on
quiz results. The teacher
tracking feature is a great
way to assess learning
and differentiate student
support. 11/11/21
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
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 processes. with colleagues and with colleagues to colleagues to analyze identify and address
monitor student identifies learning needs identify trends and student thinking and causes for achievement
learning of individual students. patterns among groups of identify underlying patterns and trends.
students. causes for trends.
Every three weeks 7th In math class this year I
grade teachers, our have created a new
resource teacher, and tracking chart to keep
counselor meet to discuss track of lessons missed
student concerns and on each test and
needs. We create plans to categorize them into
target any concerns and either a precision,
follow up in another application or
three weeks. We have just computation error. This
had one meeting so far tracking page will help
but we will continue to student when studying
work as a team to for a new test to focus on
support our students. the lessons they had
9/26/20 missed in the past.
11/11/21

At least once a month my

team gets together to
review students’
academic success and
areas of improvement.
We put some on our
watchlist or take others
off. When students are on
our watchlist we are then
asked to take notes
regarding student actions
and behaviors in the
classroom. We also
document
communications between
us and the child’s family.
That way we continue to
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

document a full picture of
the child’s needs and
current abilities. 3/29/22
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 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. 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.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I have yet to give my Using Microsoft forms, I
students’ their first create reading checks and
assessments, so I am very quizzes in history class in
new to this category. Due order to test students
to this, I have not yet current level of
collected data on my understanding and use
students test scores. My these results to inform
school did not provide me my next upcoming lesson.
with any prior grades or 11/11/21
scores for my students in
both math and history.
In addition, we do not
have any curricular
guides or pacing guides.
9/26/20

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. 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. across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual goals.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
At the start of each lesson
our principal wants us to
share the learning target
for the day. I state these
out loud for the students
each day. I need to
improve on the follow up
of this to monitor the
process individually
towards these goals.
9/26/20
Uses available Explores use of additional
technologies to record technologies to
assessments, determine implement individual
proficiency levels, and assessments, record
5.6 Using available
make required results, and communicate
technologies to assist
communications about with administration,
in assessment,
student learning. colleagues, and families
analysis, and
about student learning.
communication of
student learning
Applying Integrating Innovating
Our math team has
developed a great tool for
next year that I a excited
to implement. Each
student will create a
spread sheet that will be
shared with the teacher.
Each exam students will
mark which questions
they missed and why the
error occurred. These will
most likely be color
coordinated. This will
allow the teacher and
also the student to track,
set goals and help gain
more success on the
future exams. 4/18/2021
Uses technology to design Integrates a variety of Use a wide range of
and implement technologies into the technologies to design,
assessments, record and development, implement, and analyze
analyze results, and implementation, analysis assessments and
communicate about of assessments, and provides for an in depth
student learning with communication of and ongoing
administration, student learning to all communication regarding
colleagues, families, and audiences. student learning to all
students. Ensure that audiences.
communications are
received by those who
lack access to technology.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I have created a excel
sheet to record student
test scores and have the
points broken down into
main standards so I can
access what concepts
were learned at what
level of degree. 9/26/20

I actually stopped using

this spread sheet stated
above. It was faster to do
on a sheet of paper. I
need to upgrade this
system for next year.
4/18/2021

5.7 Using assessment Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
information to share feedback through additional feedback clear and timely sharing of leadership in seeking and
timely and assessed work and based on formative information about comprehensible feedback using ongoing
comprehensible required summative assessments from single strengths, needs, and to students from formal comprehensible
feedback with assessments. lessons or sequence of strategies for improving and informal assessments communications about
students and their lessons. Seeks to provide academic achievement. in ways that support individual student
families Notifies families of feedback in ways that increased learning. progress and ways to
student proficiencies, students understand. Provides opportunities provide and monitor
challenges, and behavior for comprehensible and Communicates regularly support.
issues through school Communicates with timely two-way with families to share a
mandated procedures. families about student communications with range of assessment
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
CSTP 5: Assessing Students for Learning
Element Emerging
Feedback has been given
to student on both
homework and a quiz
they have taken in class.
The comments have not
notified parents;
however, they are
available to them online if
they go to the assignment
on their child’s Teams
account.
9/26/20
Exploring
as needs arise regarding
struggling students or
behavior issues.
I created several
Microsoft forms this year.
I gave surveys to my
students about how well
prepared they felt for
tests/quizzes or after a
test how they felt they
did. I have also asked
students anonymously to
tell me how long they
spent studying for a test
we just took. The last
type of survey I have
given to my students is
about their preference
with notes. I wanted to
see whether students
preferred group notes,
individual notes, fill in the
blank notes or any other
type. 4/18/2021
Applying Integrating Innovating
concerns, and guide student and family needs.
family support.
In history students
presented on Ramadan as
a team. They were graded
on their individual notes,
individual presentation
(speaking clearly,
prepared and facing the
audience) as well as the
group grade based on the
slides created. I graded
student on a rubric sheet
as they presented and
added comments to their
rubric sheet. I then
passed this grading sheet
back to each student the
following day so they
could see how they did on
the project and bring this
feedback home to show
their families. 11/11/21