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. 9/26/20
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.
9/26/20
Besides curriculum
provided assessments, I
apply additional pre-
assessment to gather data
on students’ background
knowledge of the subject.
9/26/20
I use Edpuzzle to check
for understanding and if
students met the learning
objectives. This helps me
determine what areas I
need to reteach or if the
class is ready to move on.
9/26/20
Applying Integrating
Decides on the purpose Develops and adapts the
for assessment and skills range of appropriate
to be assessed to select assessments to address
appropriately matches questions about students’
pre-, formative and learning needs and
summative assessments. progress. 03/21/21
Selects assessments Integrates a variety of
based on clear characteristics into
understanding of the assessments to allow
purposes and students with a ranges of
characteristics of learning needs to
assessments to support demonstrate what they
student learning. know. 03/21/21
This semester, I took the
block assessment, which
covers 15 lessons, and
broke it into 3 quiz
assessments based on
each topic, or 5 lessons. I
realized that assessing
students more frequently
provides me better data
of their understanding.
This helps guide my
instruction based on their
needs. 03/21/21
During lesson delivery, I
use PearDeck where
students can write or
draw their solutions.
With formative
assessments, I use
GoFormative where
students answer a variety
of questions giving them
Innovating
Demonstrates purposeful
use of a wide range of
assessments to support
differentiated student
learning needs and reflect
progress. 11/22/21
4/9/22
Draws flexibility from a
repertoire of appropriate
assessment options and
characteristics to
maximize student
demonstration of
knowledge. 11/22/21
4/9/22
I utilize a wide variety of
assessment forms to
support differentiated
student learning needs
and mastery
demonstration. These
resources include:
PearDeck, Formative,
ALEKS, Kahoot, Quizizz,
Edpuzzle, and Exit
Tickets. 11/22/21
4/9/22
When I give an
assessment in Formative,
I draw questions from a
shared bank of
assessments, and I mix up
the types of questions so
students can demonstrate
mastery rather than just
select an option.
11/22/21 4/9/22
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

the opportunity to show
their work, graph, order
numbers, etc… 03/21/21
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 9/26/20 on student learning. collect ongoing
5.2 Collecting and processes for data Make adjustments in 03/21/21 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 11/22/21 4/9/22
sources to inform of assessment data. differentiation of assessments to provide
instruction. 9/26/20 instruction. comprehensive Uses results of ongoing
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. 03/21/21 success. 11/22/11
4/9/22
Using data collected from I use curriculum provided Besides the curriculum During lesson delivery, I
various formal and assessments as well as provided assessments, I use PearDeck to
informal assessments, I ones I create that target created additional formal informally assess student
adjust lesson plans to specific objectives on and informal ones to help learning, then I have
target learning gaps. student learning. me understand student students work in groups
9/26/20 9/26/20 learning. PearDeck on practice questions,
allows me to informally and finally, each student
assess students by submits an Exit Ticket to
monitoring their work demonstrate individual
through my screen. content mastery.
Furthermore, I added 11/22/21 4/9/22
topic quizzes at the end of
each topic rather than The student work that I
just waiting to assess see on PearDeck provides
students at the end of a me the opportunity to
block, which consists of 3 make in-the-moment
topics. 03/21/21 adjustments to my lesson
based on the students’
The informal data from understanding levels.
PearDeck guides my in- During group work, I
the-moment adjustments walk around and
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

to lesson delivery so I can progress monitor so I can
address students’ work with small groups.
misunderstandings The Exit Ticket allows me
immediately. The data to evaluate overall
from Exit Tickets, Math mastery which helps me
180 online component, modify next day’s lesson.
and the topic quizzes help 11/22/21 4/9/22
me identify learning gaps
so I can better plan
differentiated instruction.
03/21/21
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.
9/26/20 students. 03/21/21 causes for trends. 11/22/21 4/9/22
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

During math department
meetings, we look at data
based off of benchmarks,
and other district or state
assessments to identify
learning needs of
students. 9/26/20
During PLCs, we review There are 3 other
and discuss student data teachers at my site who
that help us determine also teach Math
which students should Essentials. In order for us
move to Foundations and to analyze data and
which to move to Algebra address patterns and
next year. It is important trends, I created a Google
for us to place students Sheet where each teacher
where they will have the inputs the overall results
greatest opportunity to for each quiz question.
succeed. We review We can then identify and
current grades, compare patterns so we
benchmark data, can address learning
placement test data, and needs and/or
Math Inventory score. opportunities. 11/22/21
03/21/21 4/9/22

5.4 Using assessment Uses data from Uses data from available Uses a variety of Uses a broad range of Reflects on data
data to establish assessments provided by assessments to establish assessment data to set data to set learning goals continuously to make
learning goals and to site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
plan, differentiate, learning goals for the goals for class and content and academic language that are learning goals for content
and modify class. individual students in language. 03/21/21 integrated across content and academic language
instruction single lessons or standards for individuals for the fill range of
sequences of lessons. and groups. 4/9/22 students.
Plans instruction using 9/26/20 Plans differentiated
available curriculum lessons and modifications Plans differentiated 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. 03/21/21 group learning needs. and make ongoing
individual students. 4/9/22 adjustments to match the
9/26/20 evolving learning needs
Modifies lessons during of individuals and groups.
instruction based on
informal assessments.
4/9/22
I use benchmark data, I use data from Exit I group students based on
and other formal Tickets and topic quizzes their academic and
assessment date to create to set learning goals for content understanding so
learning goals for the students, especially as we I can differentiate small
class. 9/26/20 approach summative group instructions to
assessment. 03/21/21 meet their needs. 4/9/22
I make adjustments in my
lessons based on my data I modify instruction by As students work
analysis in order to meet providing Spanish individually and in
the learning needs of translations for my EL groups, I monitor the
students. 9/26/20 students, and by adding class and look for any
additional examples to misconceptions. If I see
address any learning several students
gaps. 03/21/21 addressing the same
issue, I go back and
reteach the concept with
additional scaffolding to
ensure comprehension.
4/9/22

5.5 Involving all Informs students about Begins to encourage Models and scaffolds Implements structures Provides systematic
students in self- learning objectives, students to establish student self-assessment for students to self-assess opportunities for student
assessment, goal- outcomes, and learning goals through and goal setting and set learning goals self-assessment, goal
setting, and progress summative assessment single lessons or processes for learning related to content, setting, and progress
monitoring results. Recognizes the sequence of lessons that content and academic academic language, and monitoring.
need for individual include goal setting language development. individual skills.
learning goals. 9/26/20 exercises. 03/21/21 Develops students’ meta-
Guides students to Integrates student self- cognitive skills for
CSTP 5: Assessing Students for Learning
Element Emerging
Monitors progress using
available tools for
recording.
I share with students the
learning objectives of
each lesson. I also share
the class average result of
summative assessment so
we can identify any gaps.
9/26/20
Uses available
5.6 Using available technologies to record
technologies to assist assessments, determine
in assessment, proficiency levels, and
analysis, and make required
communication of communications about
student learning student learning.
9/26/20
Exploring Applying Integrating Innovating
Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
opportunities in single progress on a regular and progress monitoring refining goals towards
lessons or sequence of basis. across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual goals.
9/26/20 03/21/21
During a lesson, I
emphasize to students
what their learning goal
should be by the end of
the lesson. I also provide
them a Mindset Strategy
lesson to assist them with
focusing on goals.
03/21/21
In addition to the
software program that
helps students identify
their progress, I have
created a color-coded
Google Sheet showing
each student’s progress
in the class. Students
have access to this
document and are
motivated to move out of
the “red or yellow zone”
and into the “green zone.”
9/26/20 03/21/21
Explores use of additional Uses technology to design Integrates a variety of Use a wide range of
technologies to and implement technologies into the technologies to design,
implement individual assessments, record and development, implement, and analyze
assessments, record analyze results, and implementation, analysis assessments and
results, and communicate communicate about of assessments, and provides for an in depth
with administration, student learning with communication of and ongoing
colleagues, and families administration, student learning to all communication regarding
about student learning. colleagues, families, and audiences. student learning to all
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

03/21/21 students. Ensure that audiences.
communications are
received by those who
lack access to technology.
4/9/22
The math course I teach I use several forms of I created a quiz analysis
has an extensive software technological tools to tool using Google Sheets
system that records and assess student learning and I shared editing
analyzes students’ including Edpuzzle, rights with other same-
proficiency level. As a PearDeck, KAMI, content teachers in my
teacher, I’m able to look GoFormative, and the school, as well as the
at from a micro and curriculum provided math department chair.
macro level. 9/26/20 online platform. I record Each teacher inputs the
results in Aeries where percentage of correct
students, families, and answers for each quiz
administrators can view. question and we discuss
03/21/21 these at our monthly
content team meetings.
My department chair also
shares this with
administration and our
TOSA. 4/9/22

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 9/26/20 03/21/21 increased learning. progress and ways to
student proficiencies, students understand. 4/9/22 provide and monitor
challenges, and behavior Communicates regularly support.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

issues through school Communicates with Provides opportunities with families to share a
mandated procedures. families about student for comprehensible and range of assessment
9/26/20 progress, strengths, and timely two-way information that is
needs at reporting communications with comprehensible and
periods. Contacts families families to share student responsive to individual
as needs arise regarding assessments, progress, student and family needs.
struggling students or raise issues and/or
behavior issues. concerns, and guide
family support. 03/21/21
4/9/22
I need to do a better job In Distance Learning,
at this. I send emails students are completing
occasionally to families; their work on PDF
however, I struggle to version of their
make the time to provide consumable book pages
better communication. using KAMI through
9/26/20 Google Classroom. I
provide written feedback
on the PDF, and I record a
voice memo emphasizing
areas of strengths and
improvements. For
struggling students, I
urge them to schedule a
time to meet with me so
we can work on their
understanding. 9/26/20

With the use of PearDeck,

I am able to provide
students immediate and
clear feedback about
their progress
throughout the lesson.
Furthermore, when I
grade the Exit Ticket,
which they submit on
Google Classroom, I leave
detailed feedback so help
students continuously
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

improve. 03/21/21
4/9/22

I use features in Aeries to

inform parents of their
child’s missing
assignments. I also email
and/or call parents when
a need arises such as
when their child is not
completing a quiz while
present on Zoom. I try to
attend every IEP/504
meeting for one of my
students. 03/21/21
4/9/22