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
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.
9/21/22
I use exit tickets, self
assessments (Levels of
Understanding written on
every assignment),
collaborative
assessments (group
projects), projects in lieu
of a test, or choice boards
to determine
understanding and
mastery of topics. Pre-
assessments are usually a
series of questions I ask
to a whole or small group.
Utilizing different types
of pre-assessment would
prove beneficial for me.
9/21/22
Applying Integrating Innovating
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.5/9/23 know. knowledge.
When finding a pre-
assessment, I think of the
skills necessary to show
mastery of a concept.
Then, I tailor the
assessment to the
necessary skills. The
same is done for
formative and summative
assessment. The purpose
of the assessment is not
only clear but is made
clear to the students.
Assessment is
differentiated as needed.
5/9/23
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
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 on student learning. collect ongoing
analyzing processes for data Make adjustments in Uses analysis of a variety assessment data
assessment data analysis and draws planning for single of data to inform Uses data analysis of a appropriate for the range
from a variety of conclusions about lessons or sequence of planning and broad range of of learner needs.
sources to inform student learning lessons based on analysis differentiation of assessments to provide
instruction. of assessment data. instruction. 9/21/22, comprehensive Uses results of ongoing
5/9/23 information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
Monthly, my school holds
grade level meetings.
During these grade level
meetings, we review
assessment data (formal,
informal and
standardized), and reflect
on how we can improve
or grow from the lessons
we have taught that
month. Then, we take that
data and use it in our
planning for upcoming
weeks by incorporating
activities similar to those
that produced the best
outcome. 9/21/22,
5/9/23
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
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.
students. causes for trends.5/9/23
Similar to my prior I review a variety of
response (5.2), my school assessments to check
meets once or twice a student progressing and
month to discuss data thinking, then address
from that time frame. We those issues with
identify trends based on colleagues to help
that class’s data increase the efficiency of
throughout the year, and my instruction and
attempt to keep a positive growth for students. All
trend moving in the reasoning provided on
correct direction, and to 9/21 still applies. 5/9/23
correct those decreasing
trends. Then, we reflect
on our data and write
reflections as well. I then
set goals for myself and
try to meet those goals by
the time we have another
data meeting.
I also informally review
assessments and discuss
with colleagues the highs
and lows of a
lesson/assessment. They
then provide feedback
and I adjust my
lesson/assessment
accordingly. 9/21/22
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Uses data from Uses data from available
assessments provided by assessments to establish
site and district to set content-based learning
learning goals for the goals for class and
class. individual students in
5.4 Using assessment single lessons or
data to establish sequences of lessons.
learning goals and to Plans instruction using
plan, differentiate, available curriculum Plans adjustments in
and modify guidelines. instruction to address
instruction learning needs of
individual students.
9/21/22
At the beginning of the
year, monthly, and end of
the year, I reflect on data
from standardized and
benchmark assessments
(as well as informal
assessments) to create
new goals for myself and
my students. Then, I
adjust my instruction to
include strategies that are
most relevant to the
needs of my students and
reflect on that as well.
9/21/22
Applying Integrating Innovating
Uses a variety of Uses a broad range of Reflects on data
assessment data to set data to set learning goals continuously to make
student learning goals for for content and academic ongoing refinements to
content and academic language that are learning goals for content
language. integrated across content and academic language
standards for individuals for the fill range of
and groups. students.
Plans differentiated
lessons and modifications Plans differentiated Uses data systematically
to instruction to meet instruction targeted to to refine planning,
students’ diverse learning meet individual and differentiate instruction,
needs.5/9/23 group learning needs. and make ongoing
adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
Assessment type is varied
to provide a variety of
data. Data is then
reviewed to ensure the
assessment addressed
the learning goals and
academic vocabulary, and
then makes changes
accordingly.
Lessons are diversified
frequently, including
leveled reading
opportunities and other
strategies. 5/9/23
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
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. exercises. Develops students’ meta-
assessment, goal-
Guides students to Integrates student self- cognitive skills for
setting, and progress
Monitors progress using Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
monitoring
available tools for opportunities in single progress on a regular and progress monitoring refining goals towards
recording. lessons or sequence of basis. 9/21/22, 5/9/23 across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual goals.
Students self-assess daily.
They indicate their level
of understanding on each
assignment. This is a
silent way for students to
let me know that they are
ready to move on, need
additional help, or are
completely lost on the
assignment. Students set
“Growth Goals” at the
beginning of the year,
then we check in on our
goals at Parent/Teacher
Conferences in October,
and finally write a brief
essay on how our goal
setting went, whether or
not we met our goal, and
how we can continue to
grow with that goal or
improve it. These essays
are then passed to the 6th
grade teacher, and
students later reflect on
those goals. 9/21/22,
5/9/23
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
Uses available Explores use of additional Uses technology to design
technologies to record technologies to and implement
assessments, determine implement individual assessments, record and
proficiency levels, and assessments, record analyze results, and
5.6 Using available
make required results, and communicate communicate about
technologies to assist
communications about with administration, student learning with
in assessment,
student learning. colleagues, and families administration,
analysis, and
about student learning. colleagues, families, and
communication of
students. Ensure that
student learning
communications are
received by those who
lack access to
technology.9/21/22
Technology is
implemented in all
aspects of the classroom.
It is used to record and
analyze results through
our digital platform
RenWeb, as well as
through Renaissance
Place (AR and STAR
Testing). For parents who
lack access to technology,
letters or print outs of the
information are sent
home in an envelope. The
envelope is then to be
signed by the parent and
returned (empty), to
show that they received
it. 9/21/22
Integrating Innovating
Integrates a variety of Use a wide range of
technologies into the technologies to design,
development, implement, and analyze
implementation, analysis assessments and
of assessments, and provides for an in depth
communication of and ongoing
student learning to all communication regarding
audiences. 5/9/23 student learning to all
audiences.
Technology is
implemented in all
aspects of the classroom.
Students use it to read
leveled stories,
Renaissance Place for AR
testing and STAR testing,
parent communication
and grade recording.
Digital assessments
where students are
provided with immediate
feedback and
reteach/enrichment
opportunities through
IXL and Google
Classroom. 5/9/23
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’
feedback through additional feedback clear and timely sharing of leadership in seeking and
assessed work and based on formative information about comprehensible feedback using ongoing
required summative assessments from single strengths, needs, and to students from formal comprehensible
assessments. lessons or sequence of strategies for improving and informal assessments communications about
lessons. Seeks to provide academic achievement. in ways that support individual student
5.7 Using assessment
Notifies families of feedback in ways that increased learning. progress and ways to
information to share
student proficiencies, students 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.
behavior issues. 9/21/22,
5/9/23
Students receive
feedback on all
assignments and are
given more detailed
feedback on tests and
essays. Families receive
communication for
growth as well as
struggles. A notice goes
home for positive
behavior when a student
is caught doing
something good. Since we
use Google Classroom,
students can ask follow-
up questions regarding
feedback on
assignments/tests. This
helps to ensure students
are understanding the
feedback they are getting
and can learn/grow from
it. 9/21/22, 5/9/23
CSTP 5: Assessing Students for Learning