CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of the purposes Explores the use of
and characteristics of different types of
formative and summative pre-assessment,
assessments. formative and summative
assessments.
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.
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.
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CSTP 5: Assessing Students for Learning
I create a lot of my I modify assessments I use different types of
assessments for my based on students’ needs. assessments to inform my
students. I make them by For example, I will make instruction that include
focusing on the standards assessments with fewer verbal and written
that were taught. I give questions that focus on options. I also adjust
formative assessments the skill I am assessing so learning outcomes being
throughout the unit and students can show what evaluated depending on
then a summative they know without feeling students needs and
assessment at the end. overwhelmed by the accommodations.
9/27/20 amount of questions. 5/3/22
4/30/21

For my fifth grade writing

class, I allowed students
to choose how they will
report their information
for the nonfiction writing
unit. The most important
thing for students to walk
away from this unit with
is how to take
information they read,
choose what is important,
share it in an organized
manner, and how to cite
their sources. Any of the
possible projects will
allow them to practice
and use these skills. Some
possible options for their
presentation included:
Create a PowerPoint
Presentation, Create a
Poster, Create a Facebook
Page about your topic,
Create a Scrapbook Page
about your topic, Write a
paper about your topic,
Create a brochure about
your topic, Write a comic
about your topic, Create a
bulletin board about your
CSTP 5: Assessing Students for Learning
topic, Create a news clip
about your topic.
12/6/21
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 throughout
assessments. student learning. informal assessment data instruction to collect
Follows required on student learning. ongoing assessment data
5.2 Collecting and processes for data Make adjustments in Uses analysis of a variety appropriate for the range
analyzing analysis and draws planning for single of data to inform planning Uses data analysis of a of learner needs.
assessment data conclusions about student lessons or sequence of and differentiation of broad range of
from a variety of learning lessons based on analysis instruction. 9/27/20 assessments to provide Uses results of ongoing
sources to inform of assessment data. comprehensive data analysis to plan and
instruction. information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction. 5/3/22
4/30/21
12/6/21
CSTP 5: Assessing Students for Learning
After I give an
assessment, I check to see
who has mastered the
standard and who needs
more practice. If it is the
majority of the class that
needs more practice, I
will reteach and give
another assessment. If it
is only a couple students
then I make a small group
to reteach and then give
them another assessment.
9/27/20
Throughout each lesson I
give informal assessments
as a way to check for
understanding. These
include turn and talks,
thumbs up/thumbs down,
and “show me on your
fingers your level of
understanding.” Before
sending students off to
independent practice I
ask one last time how
students are feeling about
the skill they learned and
their level of
understanding. This
allows me to pull small
groups and differentiate
instruction in small
groups.
4/30/21
I design and integrate
assessment plans that
provide both formative
and summative
assessment data on
student learning. I also
make adjustments for
differentiated planning
for single lessons or
sequence of lessons based
on analysis of assessment
data (exit tickets and
warm-ups).
5/3/22

Throughout each lesson I

give informal assessments
as a way to check for
understanding. These
include turn and talks,
thumbs up/thumbs down,
and “show me on your
fingers your level of
understanding.” At the
end of the lesson I will
give a quick check-in or
exit ticket to guide my
instruction for the
following day. If the
majority of students did
not master the skill I will
spend another day
reteaching. If only a
handful of students need
more practice, I will pull a
CSTP 5: Assessing Students for Learning
strategy group to work on
it.
12/6/21
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 with learning individually and individually and with colleagues ability to
both individually and
district processes. colleagues and identifies with colleagues to colleagues to analyze identify and address
with colleagues, to
learning needs of identify trends and student thinking and causes for achievement
monitor student
individual students. patterns among groups of identify underlying patterns and trends.
learning
students. 9/27/20 causes for trends. 5/3/22
4/30/21 12/6/21
CSTP 5: Assessing Students for Learning
I meet with the other I met with the 6th-8th This year I am the head of
grade level teachers to grade English teacher to the English department, I
check in on how the analyze our students' ERB am in charge of leading
students are doing in scores. When we meet, teachers to review
their classes. When we we log in to our accounts student assessment data
meet, we discuss behavior and we go through each with to identify trends,
and learning patterns. section of the test to causes,
Then we decided on the identify which specific and patterns among
best approach to take skills our students groups of students.
with the students. struggle with and which 5/3/22
9/27/20 skills they excel in. This
information informs our
I worked closely with the instruction for the
First grade teacher to following school year. We
analyze trends in phonics make sure to touch on or
progression. We worked focus on the areas
together to incorporate students are struggling in
phonics instruction in our most.
Writer’s Workshop. 12/6/21
4/30/21
CSTP 5: Assessing Students for Learning
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
single lessons or standards for individuals for the fill range of
sequences of lessons. and groups. students.
5.4 Using assessment
Plans instruction using Plans differentiated
data to establish
available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
learning goals and to
guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
plan, differentiate,
learning needs of students’ diverse learning meet individual and differentiate instruction,
and modify
individual students. needs. 9/27/20 group learning needs. and make ongoing
instruction
adjustments to match the
Modifies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments.
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12/6/21
5/3/22
CSTP 5: Assessing Students for Learning
I make learning goals for
each student based on
their academic abilities. I
want to challenge them
but also make these goals
attainable. For each
assessment given, I
modify according to their
individual learning goals.
9/27/20
I give students a Warm Up
as a way to check in and
see what students
remember from the day
before. This is with a
whiteboard and dry erase
marker. I will ask a
question and have them
jot down their answers
quickly. If I see students
are not able to show
understanding then I
adjust my instruction for
the day to reteach.
4/30/21
I use data from informal
tests and formative
assessments, to divide
students into groups for
targeted instruction. I
change student groups
regularly based on
shifting mastery levels,
creating flexible grouping
based on need.
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I continue to use student
learning to plan and
differentiate instruction
to meet the
individual and group
learning needs.
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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. 9/27/20 achievement.
own progress toward 4/30/21 5/3/22
class or individual goals. 12/6/21
I believe self-assessment I engage students in
is important. It puts applying the rubric or
accountability on the analyzing their own work
students. In writing, I give to ensure that students
them an editing checklist can identify elements that
to self-assess their make their work strong. I
writing. I also have them also provide ongoing
work with a partner for opportunities for student
peer edits. I am very clear reflection and self
with them what I am assessment integrated
expecting in terms of into learning activities.
completed work. This 5/3/22
gives them a guide to self
assess themselves.
9/27/20

This year I had students

use the checklist to come
up with a writing goal.
Their writing goal derived
from an area that they felt
they needed more
practice or they wanted to
get better at. As the
writing unit progressed,
the students needed to
self-assess and adjust
CSTP 5: Assessing Students for Learning
their goals as they met
them.
4/30/21

Students are using

technology on a daily
basis for classwork and
homework. I recently
implemented the use of
NearPod to teach
grammar skills and have
students practice
independently during
reading rotations. The
lesson gives students a
quiz on the skill and asks
how they are feeling
about what they are
learning. This gives them
an opportunity to reflect
and self-assess their
skills.
12/6/21
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 4/30/21
student learning
communications are 12/6/21
received by those who 5/3/22
lack access to technology.
9/27/20
CSTP 5: Assessing Students for Learning
I use Class Dojo to I used ReadWorks to
communicate to parents focus on building specific
about how their children reading skills such as
are doing in class. I also comprehension and
let them know when I will making inferences.
be giving an assessment ReadWorks provides
and when it will be sent fiction and nonfiction
home. I record my data in reading passages and
igrade plus and parents questions pertaining to
can see as soon as I the skill I choose to focus
publish the scores. on. Once the students
9/27/20 submitted their work, I
would go over the
answers with them and
give them another
opportunity to correct
their work if they got
answers wrong.
4/30/31

I used iGrade plus to track

and assess students'
performance in the
classroom. The
information is saved from
one school year and
creates digital records of
student growth and
development that can
easily be passed along
from grade to grade.
12/6/21

This year my school

started using Blackbaud
as a form of
communication between
parents and teachers. I
also use Blackbaud to
design and implement
assessments, record and
CSTP 5: Assessing Students for Learning
analyze results, and
communicate about
student learning with
administration and
students.
5/3/22
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
Seeks to provide feedback academic achievement. in ways that support individual student
5.7 Using assessment Notifies families of in ways that students increased learning. progress and ways to
information to share student proficiencies, understand. Provides opportunities provide and monitor
timely and challenges, and behavior for comprehensible and Communicates regularly support.
comprehensible issues through school Communicates with timely two-way with families to share a
feedback with mandated procedures. families about student communications with range of assessment
students and their progress, strengths, and families to share student information that is
families 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. 9/27/20
behavior issues. 4/30/21
12/6/21
5/3/22
CSTP 5: Assessing Students for Learning
I go over the rubric before
I give each assessment
and discuss with the
students what I am
looking for in their
responses and how they
can get the best score
possible. I also go over
the assessments with the
students after I have
graded them. I give them
a chance to take a second
look and see if they can
fix any mistakes without
my support. If they can, I
give them full credit. I
then send the
assessments home with
the rubric attached for
parents to see how their
child was graded.
9/27/20

I continued to go over
rubrics before and after
assessments with
students. This encouraged
students to take
accountability for their
work and gave them the
desire to do their best
work.
4/30/21

I put all assignments and

assessments in iGrade
Plus to monitor students'
progress. Parents also
have access to their
child's information and
reports. I use this site as a
grade book and when I
CSTP 5: Assessing Students for Learning
meet with parents to go
over their child's
performance in class.
12/6/21

I continue to provide
students with clear and
timely information about
strengths, needs, and
strategies for improving
academic achievement .
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