CSTP 5 Nalian 5

CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating

Is aware of the purposes Explores the use of Decides on the purpose Develops and adapts the Demonstrates purposeful
and characteristics of different types of pre- for assessment and skills range of appropriate use of a wide range of
formative and summative assessment, formative to be assessed to select assessments to address assessments to support
assessments. and summative appropriately matches questions about students’ differentiated student
assessments. pre-, formative and learning needs and learning needs and reflect
5.1 Applying summative assessments. progress. progress.
knowledge of the Begins to identify specific 9/24/2021
purposes, characteristics of Integrates a variety of Draws flexibility from a
characteristics, and assessments that yield Selects assessments characteristics into repertoire of appropriate
uses of different different types of based on clear assessments to allow assessment options and
types of assessments information about understanding of the students with a ranges of characteristics to
student preparedness, purposes and learning needs to maximize student
progress, and proficiency. characteristics of demonstrate what they demonstration of
9/24/2021 assessments to support know. knowledge.
student learning.
4/12/2022
My main form of I use a variety of
formative assessments assessments in order to
come in the form of determine prior
primary and secondary knowledge and to
source documents. The determine if students can
purpose of these draw connections
assignments is twofold. between what we are
One purpose is to learning their current
determine how well lives. I use journal entries
students are annotating that typically gauge
the text. The other whether or not students
purpose is to determine can draw parallels
whether or not students between the past and
are able to answer critical present. For some
thinking questions. Based lessons, I use a diagnostic
upon their results, I can Kahoot to determine if
either continue having students have prior
students work on more knowledge of a particular
difficult documents or, I subject. Some summative
need to reteach students assessments may vary
how to annotate primary between group projects,
and secondary source essays, short-answer
documents. 9/24/2021 questions, and sometimes

all three. 9/24/21
I’ve been using a wider

range of assessments to
determine student
success of particular
learning objectives. On
some formative
assessments, I began
focusing on particular
skills such as recognizing
perspectives, biases, etc.
Some assessments are
done in groups to while
others are done
independently to
determine if students are
reaching learning goals.
4/12/2022
My choice of assessments
has remained the same.
I’ve changed the variety
in order to have a
dynamic range of
assignments. I still focus
on skills such as
recognizing perspectives,
biases, etc. 4/12/2022
As stated previously, I use

a variety of assessments
in order to determine
prior knowledge and to
determine if students can
draw connections
between what we are
learning their current
lives. I use journal entries
that typically gauge

whether or not students
can draw parallels
between the past and
present. For some
lessons, I use a diagnostic
Kahoot to determine if
students have prior
knowledge of a particular
subject. Some summative
assessments may vary
between group projects,
essays, short-answer
questions, and sometimes
all three. Recently, I
began using Google
Forms as another
assessment due to how
quick and easy I can
receive feedback.
12/3/2022
Overtime, I have begun to

adapt my choice of
assessments to better
serve my students and to
better target specific
concepts. In particular, I
added more primary
source documents that
involve pictures. In US
history, we are focusing
more on political
cartoons for analysis due
to how nuanced a
political cartoon can be.
Students are required to
know the context of the
time period as well as
symbols in order to fully
understand the purpose

of the political cartoon.
12/3/2022
As stated previously, I use

a variety of assessments
in order to determine
prior knowledge and to
determine if students can
draw connections
between what we are
learning their current
lives. I use journal entries
that typically gauge
whether or not students
can draw parallels
between the past and
present. For some
lessons, I use a diagnostic
Kahoot to determine if
students have prior
knowledge of a particular
subject. Some summative
assessments may vary
between group projects,
essays, short-answer
questions, and sometimes
all three. Recently, I
began using Google
Forms as another
receive feedback. I plan
on reflecting during the
summer to see how I can
improve my assessments
and what other forms of
assessments I can
implement. 5/3/2023
As stated previously, I

have begun to adapt my
choice of assessments to
better serve my students
and to better target
specific concepts. In
particular, I added more
primary source
documents that involve
pictures. In US history,
we are focusing more on
political cartoons for
analysis due to how
nuanced a political
cartoon can be. Students
are required to know the
context of the time period
as well as symbols in
order to fully understand
the purpose of the
political cartoon. I plan
on reflecting during the
summer to see how I can
improve my assessments
and what other forms of
assessments I can
implement. My goal is to
create effective
assessments that can
assist me. 5/3/2023

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
5.2 Collecting and Follows required 9/24/2021 on student learning. collect ongoing
analyzing processes for data Make adjustments in assessment data
assessment data analysis and draws planning for single Uses analysis of a variety Uses data analysis of a appropriate for the range
from a variety of conclusions about lessons or sequence of of data to inform broad range of of learner needs.
sources to inform student learning lessons based on analysis planning and assessments to provide
instruction. of assessment data. differentiation of comprehensive Uses results of ongoing
9/24/2021 instruction. 4/12/2022 information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
Based on the information I collect a journal entry
I collect from journal that students complete in
entries, exit tickets, and the beginning of class.
oral answers, I can then The majority of the time,
determine if students the journal entry
understand the essential connects what they are
question. If students are learning to something
still struggling, I can they’re already familiar
introduce a supplemental with such as comparing
document such as a explaining their lives
secondary source in today. We then compare
which we can better what they wrote to how
explore those questions. people actually lived in
9/24/21 the past. I can ask
students questions about
specific information such
as essential questions and
have them orally answer
it. Finally, I have students
submit an exit ticket that
involves students
answering a few
important questions such
as the essential question
as well as other pertinent
questions. 9/24/21
The range of formal and

informal assessments
have grown overtime to
include more than just
journals and exit tickets.
Students are submitting
more complex informal
assessments that involve
critical thinking and
higher order questions.
4/12/2022
Based on the results of

the information, I can
better gauge which skills
and concepts student
need more work with.
Exit tickets and journals
are important however;
questions about higher
order level thinking
allows me to better
reaching learning goals
4/12/2022
As previously stated, I
collect a journal entry
that students complete in
the beginning of class.
The majority of the time,
the journal entry
connects what they are
learning to something
they’re already familiar
with such as comparing
explaining their lives
today. We then compare
what they wrote to how

people actually lived in
the past. I can ask
involves students
answering a few
questions. Now, I collect
Google Forms due to how
quick and easy they are to
make and analyze.
12/3/2022
As stated previously,
based on the results of
allows me to better
Now, I use Google Forms
as another assessment
due to how quick and
easy I can receive
feedback. 12/3/2022
collect a journal entry

that students complete in
the beginning of class.
The majority of the time,
the journal entry
connects what they are
learning to something
they’re already familiar
with such as comparing
explaining their lives
today. We then compare
what they wrote to how
people actually lived in
the past. I can ask
involves students
answering a few
questions. Now, I collect
Google Forms due to how
quick and easy they are to
make and analyze. During
the summer time, I plan
on reflecting on my
previous teaching year to
determine how I can
improve and which kinds
of assessments I should
utilize. 5/3/2023
based on the results of

allows me to better
Now, I use Google Forms
as another assessment
due to how quick and
easy I can receive
feedback. I plan on
expanding my exit tickets
to Google Forms because
it is easier for me to
review and analyze
assessments. During the
summer, I plan on
reflecting on which
assignments I can use for
Google Forms and how
best I may utilize them.
5/3/2023
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 learning individually and individually and with colleagues ability to
both individually and
district processes. with colleagues and with colleagues to colleagues to analyze identify and address
with colleagues, to
identifies learning needs identify trends and student thinking and causes for achievement
monitor student
of individual students. patterns among groups of identify underlying patterns and trends.
learning
students. 9/24/2021 causes for trends.
5/3/2023

I work closely with the I work closely with the
ELA teacher in order to ELA teacher in identifying
better serve students. We how I can better serve my
both focus on annotating students. Along with the
and close reading texts so ELA teacher, I began
in order to ensure working with the
students are improving, resource specialists in
we collaborate. Through order to determine how I
Google Classroom, I can can better serve my
view her page and see students who have 504s
how her students are and IEPs. This usually
annotating texts and involves attending 504/
compare them to mine. IEP meetings and
We both have the same suggesting to students to
students so its easy for stay after school to work
me to see how they are with the resource
progressing over time. specialists. As a middle
Along with basic school, we meet once a
mechanics of writing, I month to discuss any
try to identify any trends. concerns we have with
The most recent trend I students, especially in
identify involved most terms of academics. If we
students being unable to identify a student who
identify who the audience needs extra assistance.
of a text is. In order to On some occasions, we
remedy this, I will review have created academic
the graphic organizer that contracts to keep
shows students how to students from failing
annotate a primary courses. At the end of the
source document. school year, the middle
Students have access to school team and I will
this document online if meet and discuss what
they happen to lose it. trends we noticed in
9/24/21 middle school and how
they impacted our
As stated previously, I teaching. Moreover, we
work closely with the ELA will meet with the sixth
teacher in identifying grade teachers to discuss
how I can better serve my what trends they saw in
students. Along with the their classes and how we

ELA teacher, I began can best meet those
working with the trends. 5/3/2023
resource specialists in
order to determine how I
can better serve my
students who have 504s
and IEPs. This usually
involves attending 504/
IEP meetings and
suggesting to students to
stay after school to work
with the resource
specialists. 4/12/2022
I work closely with the

ELA teacher in identifying
how I can better serve my
students. Along with the
ELA teacher, I began
working with the
resource specialists in
order to determine how I
can better serve my
students who have 504s
and IEPs. This usually
involves attending 504/
IEP meetings and
suggesting to students to
stay after school to work
with the resource
specialists. As a middle
school, we meet once a
month to discuss any
concerns we have with
students, especially in
terms of academics. If we
identify a student who
needs extra assistance.
On some occasions, we
have created academic

contracts to keep
students from failing
courses. 12/3/2022
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. 4/12/2022 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 9/24/2021 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. 4/12/2022 group learning needs. and make ongoing
individual students. adjustments to match the
9/24/2021 Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
I use my available Based on previous
assessments to determine assessments from
if students are reaching students, I will determine
learning goals. My biggest if students are meeting
goal I’m working toward the learning goals for our
is developing goals for unit of study. Most of
individual students who these assessments
struggle in the content involve academic skills
area. 9/24/2021 and concepts such as
critical thinking,
Depending on the data perspective analysis, etc.
from the assessments, I 4/12/2022
will determine if students
need supplemental I began to modify lessons
material or if they are and instruction to best
ready to move on to the meet student learning
next content area. needs. Recently, I
9/24/2021 discovered that students
would rather debate and
discuss and concept
rather than write it out.

This was a minor
difference that resulted in
more engagement from
students. 4/12/2022
are meeting the learning
goals for our unit of
study. Most of these
assessments involve
academic skills and
concepts such as critical
thinking, perspective
analysis, etc. Recently, I
began to use Google
Forms as another
receive feedback.
12/3/2022
In order to better
differentiate instruction, I
have begun to use more
gamification of
assignments. The most
recent lesson that
involved gamification
was a simulation of the
Aeneid. Students rolled a
series of dice and earned
points based on how well
they made decisions. At
the end of the game,
students will find it if
they survived the journey
based on how many
points they earned along
the way. 12/3/2022
are meeting the learning
goals for our unit of
study. Most of these
assessments involve
academic skills and
concepts such as critical
thinking, perspective
analysis, etc. Recently, I
began to use Google
Forms as another
receive feedback. During
the summer time, I plan
on reflecting on my
previous teaching year to
determine which
assessments I could use
to determine if students
are meeting learning
goals. 5/3/2023
As stated previously, I
have begun to use more
gamification of
assignments. The most
recent lesson that
involved gamification
was a simulation of the
Aeneid. Students rolled a
series of dice and earned
points based on how well
they made decisions. At
the end of the game,
students will find it if
they survived the journey

based on how many
points they earned along.
During the summer, I
plan on looking for more
gamified resources that I
can use in my classes. The
most difficult part for me
is finding a resource that
could be easily
reproduced in a single
class session. 5/3/2023
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. 9/24/21 exercises. 4/12/2022 5/3/2023 Develops students’ meta-
assessment, goal-
Integrates student self- cognitive skills for
setting, and progress
Monitors progress using Provides students with Guides students to assessment, goal setting, analyzing progress and
monitoring
available tools for opportunities in single monitor and reflect on and progress monitoring refining goals towards
recording. lessons or sequence of progress on a regular across the curriculum. high levels of academic
lessons to monitor their basis. 9/24/21 achievement.
own progress toward
class or individual goals.
Students are informed Students are informed From their first day of
about the learning goals about the learning goals school, students are given
for the lesson in the for the lesson however; portfolios in which
beginning of class and are now students are being previous teachers place
required to write them on asked to write down what various tests and art
their assignments. they want to learn about projects in them. When
9/24/21 in this chapter. This has students graduate, they
led some students to are given this portfolio
become more engaged that includes all of their
with the lessons. cumulative work. The
4/12/2022 purpose of this portfolio
is to show students how
As stated previously, far they’ve developed and
students are informed learned over the past
about the learning goals years at the school.

for the lesson however; 9/24/21
now students are being
asked to write down what As stated previously
they want to learn about before, students are given
in this chapter. This has portfolios in which
led some students to previous teachers place
become more engaged various tests and art
with the lessons. Students projects in them. When
are also given their MAP students graduate, they
testing results and are are given this portfolio
given a plan on which that includes all of their
skills to better practice. cumulative work. I’m still
12/3/2022 trying to develop better
ways to integrate student
self-assessment and goal
setting in my teaching.
4/12/2022.
Students are given

portfolios in which
previous teachers place
various tests and art
projects in them. When
students graduate, they
are given this portfolio
that includes all of their
cumulative work. I’m still
trying to develop better
When students work on
IXL, they are given scores
based upon how well
they perform. Once
students get past a
certain point of the
assignment, new
recommendations for
students begin to open

up. 12/3/2022
students are informed
about the learning goals
for the lesson however;
now students are being
asked to write down what
they want to learn about
in this chapter. This has
led some students to
become more engaged
with the lessons. Students
are also given their MAP
testing results and are
given a plan on which
skills to better practice.
Moreover, we analyze
their MAP testing results
and create goals for
students to follow such as
increasing their reading
level. 12/3/2022
students are given
portfolios in which
previous teachers place
various tests and art
projects in them. When
students graduate, they
are given this portfolio
that includes all of their
cumulative work. I’m still
trying to develop better
When students work on
IXL, they are given scores

based upon how well
they perform. Once
students get past a
certain point of the
assignment, new
recommendations for
students begin to open
up. 5/3/2023
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
5.6 Using available
make required results, and communicate communicate about of assessments, and provides for an in depth
technologies to assist
communications about with administration, student learning with communication of and ongoing
in assessment,
student learning. colleagues, and families administration, student learning to all communication regarding
analysis, and
about student learning. colleagues, families, and audiences. student learning to all
communication of
students. Ensure that audiences.
student learning
communications are
received by those who
lack access to technology.
9/24/2021
Grades are uploaded on a
weekly basis onto
Gradelink so that
students may view them.
Written assignments such
as primary and secondary
sources have comments
on them that include
either praise or
suggestions for
improvement. For essays,
I can add comments and
grade them on Google
Classroom so that
students can receive
immediate feedback. For
students who are missing
homework assignments,

have poor behavior, or
are not performing well
on assessments, I create
meetings with their
guardians/ parents.
These meetings generally
include the rest of the
middle school team due
to students also having
those same issues in their
classes as well. All of my
assignments are the
weeks lessons are posted
on my teacher page on
Gradelink so that
students know exactly
what is due and when it is
due. 9/24/21
As stated previously
before, Grades are
uploaded on a weekly
basis onto Gradelink so
that students may view
them. Written
assignments such as
primary and secondary
either praise or
suggestions for
improvement. I have
been looking into the
Google Classroom add-on
features to see how I can
implement those features
into my teaching. The
teaching staff will receive
training on the new add-
on features. 4/12/2022

weekly basis onto
Gradelink so that
either praise or
suggestions for
improvement. I have
on features. In order to
reach parents and
guardians who lack
technology, we send
letters and make phone
calls. Report cards and
MAP testing results are
mailed so they have a
physical copy. 12/3/2022
grades are uploaded on a
weekly basis onto
Gradelink so that
either praise or
suggestions for

improvement. I have
on features. In order to
reach parents and
guardians who lack
technology, we send
letters and make phone
calls. Report cards and
MAP testing results are
mailed so they have a
physical copy. I plan on
meeting with my
colleagues at the end of
the year to determine
how else can we
communicate and
address student learning
with parents. 5/3/2023
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 9/24/21 increased learning. progress and ways to
student proficiencies, students understand. provide and monitor
challenges, and behavior Provides opportunities Communicates regularly support.
issues through school Communicates with for comprehensible and with families to share a
mandated procedures. families about student timely two-way range of assessment
progress, strengths, and communications with information that is
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

behavior issues. 9/24/21 family support.
12/3/2022
Student progress is Grades are uploaded on a
monitored on a daily weekly basis onto
basis in the form of: Gradelink so that
checks for understanding, students may view them.
journal entries, exit Written assignments such
tickets, formative as primary and secondary
assessments, and sources have comments
discussion with other on them that include
teachers. If students are either praise or
having a great day in suggestions for
terms of behavior or improvement. For essays,
academic success, I send I can add comments and
an email to the parents/ grade them on Google
guardians informing Classroom so that
them about their student. students can receive
For students who are immediate feedback.
missing homework 9/24/21
assignments, have poor
behavior, or are not As stated previously,
performing well on Grades are uploaded on a
assessments, I create weekly basis onto
meetings with their Gradelink so that
guardians/ parents. students may view them.
These meetings generally We use student MAP
include the rest of the testing results in order to
middle school team due create plans in how we
to students also having can better serve our
those same issues in their students. 4/12/2022
classes as well.
As stated previously weekly basis onto
before, Student progress Gradelink so that
is monitored on a daily students may view them.
basis in the form of: Written assignments such
checks for understanding, as primary and secondary
journal entries, exit sources have comments
tickets, formative on them that include
assessments, and either praise or

discussion with other suggestions for
teachers. As a middle improvement. For essays,
school department, we I can add comments and
will have meetings with grade them on Google
parents in order to Classroom so that
determine how we can students can receive
best serve that student. immediate feedback. I
Most communication also have begun to use
occurs either through Google Forms as a tool to
email or in-person. send students immediate
4/12/2022 feedback.12/3/2022
Every year, we have

parent-teacher
conferences and discuss
any concerns that we may
have with that student.
On every Friday, students
get a missing work report
if they have more than
five missing assignments.
Parents are also sent an
email of those missing
assignments in order to
establish transparency.
On Gradelink, parents are
immediately notified of
missing assignments and
lower test scores. This
again is to establish
transparency. 12/3/2022
grades are uploaded on a
weekly basis onto
Gradelink so that

either praise or
suggestions for
improvement. For essays,
I can add comments and
grade them on Google
Classroom so that
students can receive
immediate feedback. I
also have begun to use
Google Forms as a tool to
send students immediate
feedback. I plan on using
my summer break to look
for resources and tools on
how to communicate
about academic
achievement. 5/3/2023
every year, we have
parent-teacher
conferences and discuss
any concerns that we may
have with that student.
On every Friday, students
get a missing work report
if they have more than
five missing assignments.
Parents are also sent an
email of those missing
assignments in order to
establish transparency.
On Gradelink, parents are
immediately notified of
missing assignments and
lower test scores. This
again is to establish
transparency. I plan on
meeting with my

colleagues at the end of
the year to determine
how else can we
communicate and
address concerns with
parents. 5/3/2023

CSTP 5 Nalian 5

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

CSTP 5 Nalian 5

Uploaded by

Copyright:

Available Formats

CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

I’ve been using a wider

As stated previously, I use

Element Emerging Exploring Applying Integrating Innovating

Overtime, I have begun to

Element Emerging Exploring Applying Integrating Innovating

As stated previously, I use

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

The range of formal and

Based on the results of

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

I work closely with the

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Students are given

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Grades are uploaded on a

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Every year, we have

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

You might also like