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
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.
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. 7/18/21 progress. 11/2021
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 range of characteristics to
characteristics of learning needs to maximize student
assessments to support demonstrate what they demonstration of
student learning. know. 7/18/21 knowledge. 4/1/22
Formative assessments In addition to frequent
include chapter reading and purposeful
questions, matching traditional formative and
questions, MCQs, summative assessments
discussion questions, listed under the
pause-and-think integrating section, I have
questions, one-paragraph expanded the range of
responses, and pose a assessment wider,
question. Summative drawing flexibility from a
questions include MCQ repertoire of appropriate
tests, essays, posters, assessment options in the
presentations, speeches, form of choiceboard, or
formal debates. playlist manu, many of
Assessment lengths are which include different
based on students’ needs options using education
and feedback/post-lesson technology. 11/2021
discussions are regularly
conducted. 7/18/21
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
Follows required 7/18/21 on student learning. ongoing assessment data
5.2 Collecting and
processes for data Make adjustments in 11/21 appropriate for the range
analyzing
analysis and draws planning for single Uses analysis of a variety of learner needs. 4/1/22
assessment data
conclusions about student lessons or sequence of of data to inform planning Uses data analysis of a
from a variety of
learning lessons based on analysis and differentiation of broad range of Uses results of ongoing
sources to inform
of assessment data. instruction. 7/18/21 assessments to provide data analysis to plan and
instruction.
comprehensive differentiate instruction
information to guide for maximum academic
planning and success. 4/1/22
differentiation of
instruction. 11/21
Both physical and digital In addition to the formal Working closely with all
assessment data are and informal assessment three colleagues from the
regularly collected and data from Google Forms social science department
analyzed. During the (such as a quiz, MCQ or to create a benchmark
Covid pandemic, most SRQ), further data assessment for 6-12th
works are submitted via analysis is conducted via grade students for social
Google Classroom, so all Collegeboard AP science subjects,
evidence is digitally Classroom, including including the rubrics.
collected. Make Correct/Incorrect data for Plan to use it next
comments on the teacher each question, Individual academic year three times
journal to document the question choice (A-D), to assess students’
level of understanding individual student’s learning outcome in
and determine whether point-earned, time taken, terms of social science
adjustments are needed. and questions missed. academic skills, such as
7/18/21 11/21 identify claims, support
arguments with evidence,
compare and contrast,
etc. 4/1/22
CSTP 5: Assessing Students for Learning
Reviews and monitors Reviews and monitors Reviews and monitors a
5.3 Reviewing data, available assessment data additional assessment variety of data on student
both individually and as required by site and data individually and with learning individually and
with colleagues, to district processes. colleagues and identifies with colleagues to
monitor student learning needs of identify trends and
learning individual students. patterns among groups of
students. 7/18/21
I would use school NWEA
exams as well as my
classroom exams to
evaluate students’
progress, both as
individuals and as a class.
For AP World History, I
also use Collegeboard
assessment data and the
AP exam as additional
sources of data for
analysis. Due to the
pandemic, our school did
not host team reviews of
students’ results.
7/18/21
Reviews and monitors a Facilitates collaborative
broad range of data work and fosters
individually and with colleagues ability to
colleagues to analyze identify and address
student thinking and causes for achievement
identify underlying patterns and trends.
causes for trends. 11/21 4/1/22
Using the Collegeboard Work with all three
assessment tool, I first colleagues from the social
examine the result using science department to use
statistical tools to spot a variety of assessment
bigger trends. Then I data, including the social
looked at individual science department
questions and examined benchmark assessment,
how the class had NWEA assessment, past
answered them. Last, I AP Exam scores, and GPA
ran an exam go-over to evaluate individual
session with the class to students’ progresses and
listen to their thinking achievement trends.
process as I call students 4/1/22
to answer these questions
again. Combining all three
approaches, I summarize
the finding and adjust the
lesson plan and exams for
future units. 11/21
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. 11/21 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. 4/1/22 students.
learning goals and to Plans instruction using 7/18/21 Plans differentiated
plan, differentiate, available curriculum lessons and modifications Plans differentiated Uses data systematically
and modify guidelines. Plans adjustments in to instruction to meet instruction targeted to to refine planning,
instruction instruction to address students’ diverse learning meet individual and differentiate instruction,
learning needs of needs. 11/21 group learning needs. and make ongoing
individual students. 4/1/22 adjustments to match the
7/18/21 Modifies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments.
I use weekly quizzes and Using the results from
monthly exams results to vocabulary quizzes, short
adjust my weekly and answer questions,
monthly lesson plans. document based
Such as giving students questions, and long essay
more scaffolding and time questions to build
to complete their essay, individual profiles of
more feedback on the achievements and areas
essay, and longer of improvements for
discussion for students to work on.
improvement in class.
7/18/21 Lessons are scaffolded in
three tiers (advanced,
regular, assistive) to
accommodate students’
learning needs. 11/21
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. 11/21 individual skills. 4/1/22
students in exercises. 7/18/21 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. 11/21 monitoring across the high levels of academic
lessons to monitor their curriculum. 4/1/22 achievement.
own progress toward
class or individual goals.
7/18/21
After a big exam or After each big exam, exam
project, if a student did go-over sessions are held,
not do well, I will host a spanning an entire period
short meeting with the to go over each question
student to go over the in detail, and students are
rubric, their response, asked to write down their
and ask questions to find thinking process, where
out what are the the mistake happened
challenges they had. and how to change in the
Based on their feedback future. Individual 1-1
and their works, I will times are provided after
help them set goals for school for additional
the next exam or project, feedback. After the
such as making better second exam, students
preparation through a list are asked to compare the
of items. 7/18/21 reflection notes from the
first one and see if
progress has been made.
11/21
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. 11/21 learning to all audiences.
communication of
students. Ensure that 4/1/22
student learning
communications are
received by those who
lack access to technology.
7/18/21
My school used mostly Use email lists, phone
Google Classroom, in calls, Google Classroom
which the scores, posts, Blackbaud (grade
comments, and records management platform),
are easily documented and Collegeboard into the
and communications assessment analysis and
easily sent to students. student communication
Results are also updated to all audiences. Use
with counselors and graphic organizers to
admins, especially for show parents the
students who are in progress the students
danger of failing. 7/18/21 have made and areas of
improvement. 11/21
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
Seeks to provide feedback academic achievement. in ways that support individual student
5.7 Using assessment
Notifies families of in ways that students 7/18/21 increased learning. 11/21 progress and ways to
information to share
student proficiencies, understand. provide and monitor
timely and
challenges, and behavior Provides opportunities Communicates regularly support. 4/1/22
comprehensible
issues through school Communicates with for comprehensible and with families to share a
feedback with
mandated procedures. families about student timely two-way range of assessment
students and their
progress, strengths, and communications with information that is
families
needs at reporting families to share student comprehensible and
periods. Contacts families assessments, progress, responsive to individual
as needs arise regarding raise issues and/or student and family needs.
struggling students or concerns, and guide 11/21
behavior issues. family support. 7/18/21

Significant progress or Four quarterly reports are

setbacks are
communicated with
parents through emails
and phone calls.
Counselors and admins
are regularly updated on
students who are in
danger of failing, so joint
conferences can be held
with the parents and the
student. 7/18/21
sent out to parents, which
means parents get a
monthly update on their
children’s progress in the
fall semester and 1.5
monthly updates in the
spring semester. In
addition, regular emails,
phone-calls,
parent-teacher
conferences are held if a
child's grades or behavior
start to deviate from
normal progress.
Achievements and
positive progress updates
are also sent to parents
from time to time. 11/21