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 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.
Decides on the purpose for
assessment and skills to be
assessed to select
appropriately matches
pre-, formative and
summative assessments.
Selects assessments based
on clear understanding of
the purposes and
characteristics of
assessments to support
student learning. 7/17/23
Develops and adapts the Demonstrates purposeful
range of appropriate use of a wide range of
assessments to address assessments to support
questions about differentiated student
students’ learning needs learning needs and reflect
and progress. progress.
Integrates a variety of Draws flexibility from a
characteristics into repertoire of appropriate
assessments to allow assessment options and
students with a ranges characteristics to
of learning needs to maximize student
demonstrate what they demonstration of
know. knowledge.

We collect student
assessment every
semester. For example, we
collect high, medium, and
low samples among the
teacher collaborate group
in every semester. Then,
we match the grades and
see if we -as a team- are
doing a good job on
matching the standard
deviation. 7/17/23
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Use data from required Explores collecting Collects a variety of formal Designs and integrates Infuses assessments
assessments to assess additional data using and informal assessment an assessment plan that strategically and
student learning. supplemental data on student learning. provides formal and systematically
assessments. informal assessment throughout instruction to
5.2 Collecting and Follows required Uses analysis of a variety data on student learning. collect ongoing
analyzing processes for data Make adjustments in of data to inform planning assessment data
assessment data analysis and draws planning for single and differentiation of Uses data analysis of a appropriate for the range
from a variety of conclusions about lessons or sequence of instruction. broad range of of learner needs.
sources to inform student learning lessons based on analysis assessments to provide
instruction. of assessment data. comprehensive Uses results of ongoing
7/17/23 information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
We make adjustments in
planning for single lesson
or sequence of lessons
based on the previous
years of assessments and
tasks. We have MAP
testing to analyze and
show us the students’
growth part and
decreasing growth part to
analyze which unit
worked smoothly and
not. But, definitely need
more assessment and
data feedbacks. 7/17/23
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 identify colleagues to analyze identify and address
monitor student identifies learning needs trends and patterns among student thinking and causes for achievement
learning of individual students. groups of students. identify underlying patterns and trends.
7/17/23 causes for trends.

During teacher orientation

and PD sessions, we get to
in groups and try to look at
the assessments from the
previous years. Among the
groups, we try to select the
‘best’ or ‘average’ work
that represents the
evidence per term.
Reviewing a variety of data
such as student feedbacks
and colleagues’ feedbacks
are crucial to this
standard. 7/17/23
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
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 ongoing refinements to
learning goals for the goals for class and content and academic academic language that learning goals for content
class. individual students in language. are integrated across and academic language
5.4 Using assessment single lessons or content standards for for the fill range of
data to establish sequences of lessons. individuals and groups. students.
learning goals and to Plans instruction using Plans differentiated
plan, differentiate, available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
and modify guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
instruction learning needs of students’ diverse learning meet individual and differentiate instruction,
individual students. needs. group learning needs. and make ongoing
7/17/23 adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.

We have this input as our

daily planner to collect
student feedbacks in
different categories:
instructions,
preparedness,
assessment fairness, and
time management.
7/17/23
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- opportunities for student
outcomes, and learning goals through and goal setting processes assess and set learning self-assessment, goal
summative assessment single lessons or for learning content and goals related to content, setting, and progress
results. Recognizes the sequence of lessons that academic language academic language, and monitoring.
5.5 Involving all
need for individual include goal setting 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. across the curriculum. high levels of academic
lessons to monitor their 7/17/23 achievement.
own progress toward
class or individual goals.

For this part of the

standard, our school
collects student
feedback every
semester, colleagues’
feedback, headteacher
feedback, and the dean
feedback as a 360-
degree teacher
evaluation form. This is
an official form to show
how the teacher
performed all year long
in different point of
views. Sometimes we
have walk by
observations from
others and admins, but
we also have sometimes
parents visiting our
classroom for a short
visit. 7/17/23
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
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, assessments and
5.6 Using available
make required results, and communicate communicate about analysis of assessments, provides for an in depth
technologies to assist
communications about with administration, student learning with and communication of and ongoing
in assessment,
student learning. colleagues, and families administration, colleagues, student learning to all communication regarding
analysis, and
about student learning. families, and students. audiences. student learning to all
communication of
Ensure that audiences.
student learning
communications are
received by those who lack
access to technology.
7/17/23
We use MAP testing as a
computer integrated
testing and for the
communication, we use
iSchool messages to the
parents and the
homeroom teachers. In
our school, the homeroom
teachers and the subject
teachers can communicate
through Slack messenger
or iSchool comments.
7/17/23
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 using ongoing
required summative assessments from single strengths, needs, and feedback to students comprehensible
assessments. lessons or sequence of strategies for improving from formal and communications about
5.7 Using assessment lessons. Seeks to provide academic achievement. informal assessments in individual student
information to share Notifies families of feedback in ways that ways that support progress and ways to
timely and student proficiencies, students understand. Provides opportunities for increased learning. provide and monitor
comprehensible challenges, and behavior comprehensible and support.
feedback with issues through school Communicates with timely two-way Communicates regularly
students and their mandated procedures. families about student communications with with families to share a
families progress, strengths, and families to share student range of assessment
needs at reporting assessments, progress, information that is
periods. Contacts families raise issues and/or comprehensible and
as needs arise regarding concerns, and guide family responsive to individual
struggling students or support. 7/17/23 student and family
behavior issues. needs.

After PTC, we ask the

parents to create a
comment or fill out a
Google Form to assess our
performance as teachers,
then we have students
who can give us feedback
by writing any concerning
notes into a box. Other
times, we have Google
Classroom as a
communication tool for
students, teachers, and
parents. 7/17/23