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 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. know. 7/18/2017 knowledge.
I use multiple formative I started using Marzano's
and summative Self-Assessment Rubric. It
assessment strategies to is a rubric with specific
address students’ needs criteria that supports
and progress. I modify students to self-assess on
assessments so English a 1 to 4 scale. The easy to
learners and students understand criteria helps
with special needs students to more
can also demonstrate effectively self-assess and
learning. 7/18/2018 helps me as teacher see
how students feel about
the content. Student self-
reflection and assessment
enables students to better
understand their own
level of understanding.
5.7.19
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 throughout
assessments. student learning. informal assessment data instruction to collect
5.2 Collecting and Follows required on student learning. ongoing assessment data
analyzing processes for data Make adjustments in Uses analysis of a variety appropriate for the range
assessment data analysis and draws planning for single of data to inform planning Uses data analysis of a of learner needs.
from a variety of conclusions about lessons or sequence of and differentiation of broad range of
sources to inform student learning lessons based on analysis instruction. assessments to provide Uses results of ongoing
instruction. of assessment data. comprehensive data analysis to plan and
information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction. 7/18/2017
I use data from the
following to inform my
instruction:

 Anecdotal notes
 Student oral
responses
 Student dialogue
with teacher and
peer
 Journal
 Tests
 Standardized
tests
 Grade book
 Student
portfolios
 Lab reports
 Essays
7/18/2017
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 7/18/2017 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.12/14/18 causes for trends.
This is an area I need to I have weekly meetings
improve. 7/18/2018 scheduled with our social
studies teacher to
exchange ideas about
how to improve teaching
and learning practices in
the classroom. We bring
out the issues that we
experience and try to find
solutions together. During
these meetings, we often
talk about different
educational technologies
and how implement them
effectively to improve
learning. 12/14/18
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 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. integrated across content and academic language
single lessons or standards for individuals for the fill range of
5.4 Using assessment
sequences of lessons. and groups. students.
data to establish
Plans instruction using Plans differentiated
learning goals and to
available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
plan, differentiate,
guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
and modify
learning needs of students’ diverse learning meet individual and differentiate instruction,
instruction
individual students. needs. 7/18/2017 group learning needs. and make ongoing
adjustments to match the
Modifies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments.
12/14/18
I use multiple formative After analyzing ELA SBAC
and summative test results, we found out
assessment strategies to that our students are
address students’ needs struggling with reading
and progress. I modify informative texts,
assessments so English therefore I decided to
learners and students implement case study
with special needs reading into my teaching
can also demonstrate practices.
learning. 7/18/2018
After I explore the
Module 4 playlist, I
decided to use teaching
menu as different types of
assessment. I allowed
students to choose
different type of activities
to reflect their
learning.12/14/18
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 summative learning goals through and goal setting and set learning goals self-assessment, goal
assessment results. single lessons or processes for learning related to content, setting, and progress
Recognizes the need for sequence of lessons that content and academic academic language, and monitoring.
5.5 Involving all
individual learning goals. include goal setting language development. individual skills.
students in self-
exercises. Develops students’ meta-
assessment, goal-
Monitors progress using Guides students to Integrates student self- cognitive skills for
setting, and progress
available tools for Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
monitoring
recording. opportunities in single progress on a regular and progress monitoring refining goals towards
lessons or sequence of basis. 7/18/2017 across the high levels of academic
lessons to monitor their curriculum.12/14/18 achievement.
own progress toward
class or individual goals.
I often use rubrics and I meet with students at
sample student works to the end of the each
guide the students and grading period and go
allow them to assess over what they can do to
themselves. 7/18/2018 improve their scores. I
ask them to set goals for
themselves to achieve by
the next grading period. I
use the Illuminated (our
school's information
system) data to make
decision or set goals. I
record their goals to
compare at the end of the
next grading period.
12/14/18
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, analysis assessments and provides
5.6 Using available
make required results, and communicate communicate about of assessments, and for an in depth and
technologies to assist
communications about with administration, student learning with communication of ongoing communication
in assessment,
student learning. colleagues, and families administration, student learning to all regarding student
analysis, and
about student learning. colleagues, families, and audiences. 7/18/2017 learning to all audiences.
communication of
students. Ensure that
student learning
communications are
received by those who
lack access to technology.

I use the following tools

to communicate with my
students and their
parents:

Grades
Notes to home and
student
Progress report
Google classroom daily
log
Feedback on the student
work
E-mail
Phone call
Conference with students
and their parents
School SIS
7/18/2018
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 based clear and timely sharing of leadership in seeking and
assessed work and on formative assessments information about comprehensible feedback using ongoing
required summative from single lessons or strengths, needs, and to students from formal comprehensible
assessments. sequence of lessons. strategies for improving and informal assessments communications about
5.7 Using assessment Seeks to provide feedback academic achievement. in ways that support individual student
information to share Notifies families of in ways that students increased learning. progress and ways to
timely and student proficiencies, understand. Provides opportunities provide and monitor
comprehensible challenges, and behavior for comprehensible and Communicates regularly support.
feedback with issues through school Communicates with timely two-way with families to share a
students and their mandated procedures. families about student communications with range of assessment
families progress, strengths, and families to share student information that is
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.
I use the following tools
to communicate with my
students and their
parents:

Grades
Notes to home and
student
Progress report
Google classroom daily
log
E-mail
Phone call
Conference with students
and their parents
School SIS
7/18/2018

In order for giving timely

feedback to parents, I
have decided to start
using Remind and School
Square. 12/14/18
CSTP 5: Assessing Students for Learning