CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of the purposes Explores the use of differ-
and characteristics of for- ent types of pre-assess-
mative and summative as- ment, formative and sum-
sessments. mative assessments.
5.1 Applying knowl-
edge of the purposes, Begins to identify specific
characteristics, and characteristics of assess-
uses of different ments that yield different
types of assessments types of information
about student prepared-
ness, progress, and profi-
ciency.
Decides on the purpose
for assessment and skills
to be assessed to select
appropriately matches
pre-, formative and sum-
mative assessments.
Selects assessments based
on clear understanding of
the purposes and charac-
teristics of assessments to
support student learning.
Develops and adapts the Demonstrates purposeful
range of appropriate as- use of a wide range of as-
sessments to address sessments to support dif-
questions about students’ ferentiated student learn-
learning needs and ing needs and reflect
progress. progress.
Integrates a variety of Draws flexibility from a
characteristics into as- repertoire of appropriate
sessments to allow stu- assessment options and
dents with a ranges of characteristics to maxi-
learning needs to demon- mize student demonstra-
strate what they know. tion of knowledge.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Use data from required Explores collecting addi- Collects a variety of for- Designs and integrates an Infuses assessments
assessments to assess stu- tional data using supple- mal and informal assess- assessment plan that pro- strategically and system-
dent learning. mental assessments. ment data on student vides formal and informal atically throughout in-
learning. assessment data on stu- struction to collect ongo-
5.2 Collecting and an- Follows required pro- Make adjustments in plan- dent learning. ing assessment data ap-
alyzing assessment cesses for data analysis ning for single lessons or Uses analysis of a variety propriate for the range of
data from a variety of and draws conclusions sequence of lessons based of data to inform planning Uses data analysis of a learner needs.
sources to inform in- about student learning on analysis of assessment and differentiation of in- broad range of assess-
struction. data. struction. ments to provide compre- Uses results of ongoing
hensive information to data analysis to plan and
guide planning and differ- differentiate instruction
entiation of instruction. for maximum academic
success.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Reviews and monitors Reviews and monitors ad- Reviews and monitors a Reviews and monitors a Facilitates collaborative
5.3 Reviewing data, available assessment data ditional assessment data variety of data on student broad range of data indi- work and fosters col-
both individually and as required by site and individually and with col- learning individually and vidually and with col- leagues ability to identify
with colleagues, to district processes. leagues and identifies with colleagues to identify leagues to analyze student and address causes for
monitor student learning needs of individ- trends and patterns thinking and identify un- achievement patterns and
learning ual students. among groups of students. derlying causes for trends. trends.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Uses data from assess- Uses data from available Uses a variety of assess- Uses a broad range of data Reflects on data continu-
ments provided by site assessments to establish ment data to set student to set learning goals for ously to make ongoing re-
and district to set learning content-based learning learning goals for content content and academic lan- finements to learning
goals for the class. goals for class and indi- and academic language. guage that are integrated goals for content and aca-
vidual students in single across content standards demic language for the fill
5.4 Using assessment lessons or sequences of for individuals and range of students.
data to establish Plans instruction using lessons. Plans differentiated groups.
learning goals and to available curriculum lessons and modifications Uses data systematically
plan, differentiate, guidelines. Plans adjustments in in- to instruction to meet stu- Plans differentiated in- to refine planning, differ-
and modify instruc- struction to address learn- dents’ diverse learning struction targeted to meet entiate instruction, and
tion ing needs of individual needs. individual and group make ongoing adjust-
students. learning needs. ments to match the evolv-
ing learning needs of indi-
Modifies lessons during viduals and groups.
instruction based on in-
formal assessments.
CSTP 5: Assessing Students for Learning
Element Emerging
Informs students about
learning objectives, out-
comes, and summative as-
sessment results. Recog-
5.5 Involving all stu- nizes the need for individ-
dents in self-assess- ual learning goals.
ment, goal-setting,
and progress moni- Monitors progress using
toring available tools for record-
ing.
Exploring
Begins to encourage stu-
dents to establish learning
goals through single
lessons or sequence of
lessons that include goal
setting exercises.
Provides students with
opportunities in single
lessons or sequence of
lessons to monitor their
own progress toward
class or individual goals.
Applying Integrating Innovating
Models and scaffolds stu- Implements structures for Provides systematic op-
dent self-assessment and students to self-assess and portunities for student
goal setting processes for set learning goals related self-assessment, goal set-
learning content and aca- to content, academic lan- ting, and progress moni-
demic language develop- guage, and individual toring.
ment. skills.
Develops students’ meta-
Guides students to moni- Integrates student self-as- cognitive skills for analyz-
tor and reflect on sessment, goal setting, ing progress and refining
progress on a regular ba- and progress monitoring goals towards high levels
sis. across the curriculum. of academic achievement.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Uses available technolo- Explores use of additional Uses technology to design Integrates a variety of Use a wide range of tech-
gies to record assess- technologies to imple- and implement assess- technologies into the de- nologies to design, imple-
ments, determine profi- ment individual assess- ments, record and analyze velopment, implementa- ment, and analyze assess-
5.6 Using available ciency levels, and make ments, record results, and results, and communicate tion, analysis of assess- ments and provides for an
technologies to assist required communications communicate with admin- about student learning ments, and communica- in depth and ongoing
in assessment, analy- about student learning. istration, colleagues, and with administration, col- tion of student learning to communication regarding
sis, and communica- families about student leagues, families, and stu- all audiences. student learning to all au-
tion of student learn- learning. dents. Ensure that com- diences.
ing munications are received
by those who lack access
to technology.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’ lead-
feedback through as- additional feedback based clear and timely informa- sharing of comprehensi- ership in seeking and us-
sessed work and required on formative assessments tion about strengths, ble feedback to students ing ongoing comprehensi-
summative assessments. from single lessons or se- needs, and strategies for from formal and informal ble communications about
quence of lessons. Seeks improving academic assessments in ways that individual student
Notifies families of stu- to provide feedback in achievement. support increased learn- progress and ways to pro-
5.7 Using assessment
dent proficiencies, chal- ways that students under- ing. vide and monitor support.
information to share
lenges, and behavior is- stand. Provides opportunities for
timely and compre-
sues through school man- comprehensible and Communicates regularly
hensible feedback
dated procedures. Communicates with fami- timely two-way communi- with families to share a
with students and
lies about student cations with families to range of assessment infor-
their families
progress, strengths, and share student assess- mation that is comprehen-
needs at reporting peri- ments, progress, raise is- sible and responsive to in-
ods. Contacts families as sues and/or concerns, and dividual student and fam-
needs arise regarding guide family support. ily needs.
struggling students or be-
havior issues.