CSTP 5: Assessing Students for Learning

CSTP 5 Alignments

5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments aligns with

NBPTS Standard 10 (ELA) Accomplished English language arts teachers create and select valid assessment tools as part of an
ongoing process of monitoring and evaluating student learning. Teachers use assessment results to provide meaningful feedback
to students, engage students in self-assessment, shape instructional decisions, and communicate to various stakeholders

When assessing, I use a variety of tools like exit polls where students rank their understanding, quizzes, games, and performance tasks.
Nearpod is useful in that is interactive and I can either assign it for independent work or use it with whole class instruction. Students enjoy
the videos and immediate feedback. I also create exit tickets using multiple choice, fill in the blank, or respond with a statement, or drawing.
5/4/24
CSTP 5: Assessing Students for Learning
CSTP 5: Assessing Students for Learning
CSTP 5: Assessing Students for Learning
CSTP 5: Assessing Students for Learning
5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction aligns with

NBPTS Proposition 3 Teachers are responsible for managing and monitoring student learning.
I use data from assessments, classwork, and direct observations to analyze student growth. The blend of data provides a more complete
framework of a student’s competencies. 5/2/24

3 P

5.3 Reviewing data, both individually and with colleagues, to monitor student learning aligns with
NBPTS 5 (Middle Childhood Generalist Standards) Accomplished teachers are effective instructional decision makers. They use a
process of assessing, planning, implementing, and reflecting to guide teaching and learning.

Students’ assessment outcomes are tracked and used to determine who would benefit from intervention or enrichment activities and the
methods that may work best. 5/4/24
CSTP 5: Assessing Students for Learning

5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction aligns with

NBPTS 5 (Middle Childhood Generalist Standards) Accomplished teachers are effective instructional decision makers. They use a
process of assessing, planning, implementing, and reflecting to guide teaching and learning.

My students are enrolled in Accelerated reader. It is a good program for differentiating learning and enables me to set goals and monitor
their progress. 5/4/24
CSTP 5: Assessing Students for Learning

5.5 Involving all students in self-assessment, goal-setting, and progress monitoring aligns with

ISTE 4.6C . Partner with educators to empower students to use learning data to set their own goals and measure their progress.

Students maintain a portfolio of their classroom assignments in Classkick.com where they can check on the completion of their work, make
corrections, and see scores and teacher comments. Additionally, in a recent training session, my professional learning team and I agreed
that we would incorporate a visible success board in the new school year so that our students will have a clearer understanding of where
they are and where they are trying to go in their learning. 5/4/24
CSTP 5: Assessing Students for Learning

5.6 Using available technologies to assist in assessment, analysis, and communication of student learning aligns with

NBPTS 4.6 Coaches model and support the use of qualitative and quantitative data to inform their own instruction and
professional learning.

Data from the STAR assessments provide quantitative data for math and reading and some qualitative with the oral reading fluency
assessment. I refer to it when planning for instruction and creating groups. It also informs me about my students’ test taking skills and
behaviors. 5/4/24
CSTP 5: Assessing Students for Learning

5.7 Using assessment information to share timely and comprehensible feedback with students and their families aligns with

ISTE-C 4.6.C Partner with educators to empower students to use learning data to set their own goals and measure their progress.

Using the assessment data embedded in the online curriculum, I can communicate with parents and students about their progress and
suggest changes to help them reach a more successful end. Students are also empowered by learning how to monitor their own progress
online. Depending on the situation, I have used this data in Student Success Meetings as part of an intervention for those that are
performing below grade level expectations. 5/4/24
CSTP 5: Assessing Students for Learning
CSTP 5: Assessing Students for Learning
CSTP 5: Assessing Students for Learning