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 and
assessments. summative assessments.
5.1 Applying
knowledge of the Begins to identify specific
purposes, characteristics of
characteristics, and assessments that yield
uses of different types different types of
of assessments 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.
I select my assessments
based on the skill I want to
measure and the content I
want to measure.
Develops and adapts the
range of appropriate
assessments to address
questions about students’
learning needs and
progress.
Integrates a variety of
characteristics into
assessments to allow
students with a ranges of
learning needs to
demonstrate what they
know.
I use multiple assessments
to test my students abilities.
I test my students skills in a
variety of ways. 5.13.2018
Demonstrates purposeful
use of a wide range of
assessments to support
differentiated student
learning needs and reflect
progress.
Draws flexibility from a
repertoire of appropriate
assessment options and
characteristics to maximize
student demonstration of
knowledge.
I use multiple assessment to
support all student needs.
Writing, drawing, speaking,
and multiple choice
questions are all variations
of assessments that I allow
my students to complete.
5.10.19
CSTP 5: Assessing Students for Learning
Element Emerging
Use data from required
assessments to assess
student learning.
Follows required processes
5.2 Collecting and for data analysis and draws
analyzing assessment conclusions about student
data from a variety of learning
sources to inform
instruction.
Exploring
Explores collecting
additional data using
supplemental assessments.
Make adjustments in
planning for single lessons
or sequence of lessons
based on analysis of
assessment data.
Applying
Collects a variety of formal
and informal assessment
data on student learning.
Uses analysis of a variety
of data to inform planning
and differentiation of
instruction.
I am always collecting
informal and formal
assessment data through
different activities to better
inform my planning of
instruction.
Integrating
Designs and integrates an
assessment plan that
provides formal and
informal assessment data
on student learning.
Uses data analysis of a
broad range of assessments
to provide comprehensive
information to guide
planning and differentiation
of instruction.
Formal and informal
assessments happen
continuously. I like to use
different types of informal
assessments to analyze
student learning. 5.13.2018
Innovating
Infuses assessments
strategically and
systematically throughout
instruction to collect
ongoing assessment data
appropriate for the range of
learner needs.
Uses results of ongoing
data analysis to plan and
differentiate instruction for
maximum academic
success.
I assess students
periodically to gauge
progress. I use quizzes to
help students study, but also
assess their learning while
helping them progress
5.10.19
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 data variety of data on student broad range of data work and fosters colleagues
both individually and as required by site and individually and with learning individually and individually and with ability to identify and
with colleagues, to district processes. colleagues and identifies with colleagues to identify colleagues to analyze address causes for
monitor student learning needs of individual trends and patterns among student thinking and achievement patterns and
learning students. groups of students. identify underlying causes trends.
for trends.

I use data to see how my My colleagues and I use

students are faring with the data from common
content. I determine if my assessment to find trends
students were able to use for our students. We can
the skill or show their them talk about delivery of
content knowledge on each content and how that
assessment. adjusts student learning.
5.13.2018

I use data everyday to

inform myself of student
learning. With my
colleagues, we are able to
see trends and address
issues with the gaps in
learning. 5.10.19
CSTP 5: Assessing Students for Learning
Element Emerging
Uses data from assessments
provided by site and district
to set learning goals for the
class.
5.4 Using assessment
data to establish Plans instruction using
learning goals and to available curriculum
plan, differentiate, and guidelines.
modify instruction
Exploring
Uses data from available
assessments to establish
content-based learning
goals for class and
individual students in single
lessons or sequences of
lessons.
Plans adjustments in
instruction to address
learning needs of individual
students.
Applying
Uses a variety of
assessment data to set
student learning goals for
content and academic
language.
Plans differentiated lessons
and modifications to
instruction to meet
students’ diverse learning
needs.
Using data from the
different assessments will
allow for my students to
direct their own lesson
changes. The assessment
data will tell me where to
make changes to the lesson
plans.
Integrating
Uses a broad range of data
to set learning goals for
content and academic
language that are integrated
across content standards for
individuals and groups.
Plans differentiated
instruction targeted to meet
individual and group
learning needs.
Modifies lessons during
instruction based on
informal assessments.
Innovating
Reflects on data
continuously to make
ongoing refinements to
learning goals for content
and academic language for
the fill range of students.
Uses data systematically to
refine planning,
differentiate instruction,
and make ongoing
adjustments to match the
evolving learning needs of
individuals and groups.
I use data to plan lessons.
These lessons will change
to fit the needs of my
students. 5.13.2018
Reflection on student
learning happens everyday
for me. I look to improve
my teaching style and how
to better support my
students. 5.10.19
CSTP 5: Assessing Students for Learning
Element Emerging
Informs students about
learning objectives,
outcomes, and summative
assessment results.
5.5 Involving all Recognizes the need for
students in self- individual learning goals.
assessment, goal-
setting, and progress Monitors progress using
monitoring available tools for
recording.
I usually tell my students
what the learning objective
is for each lesson. I do
recognize the need for the
student involvement in
assessing their own work.
One area that I would like
to improve in is for my
students to start reflecting
on their own assessment
data.
Exploring
Begins to encourage
students to establish
learning goals through
single lessons or sequence
of lessons that include goal
setting exercises.
Provides students with
opportunities in single
lessons or sequence of
lessons to monitor their
own progress toward class
or individual goals.
This is an area that I need
to keep growing in. A goal
of mine is to have students
reflect and set goals for
their academics. 5.13.2018
Applying
Models and scaffolds
student self-assessment and
goal setting processes for
learning content and
academic language
development.
Guides students to monitor
and reflect on progress on a
regular basis.
I have started to use test
corrections in my class to
help students self assess
their learning. 5.10.19
Integrating
Implements structures for
students to self-assess and
set learning goals related to
content, academic
language, and individual
skills.
Integrates student self-
assessment, goal setting,
and progress monitoring
across the curriculum.
Innovating
Provides systematic
opportunities for student
self-assessment, goal
setting, and progress
monitoring.
Develops students’ meta-
cognitive skills for
analyzing progress and
refining goals towards high
levels of academic
achievement.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Uses available technologies
to record assessments,
determine proficiency
levels, and make required
5.6 Using available communications about
technologies to assist in student learning.
assessment, analysis,
and communication of
student learning
Explores use of additional
technologies to implement
individual assessments,
record results, and
communicate with
administration, colleagues,
and families about student
learning.
Uses technology to design
and implement
assessments, record and
analyze results, and
communicate about student
learning with
administration, colleagues,
families, and students.
Ensure that
communications are
received by those who lack
access to technology.
Integrates a variety of
technologies into the
development,
implementation, analysis of
assessments, and
communication of student
learning to all audiences.
Use a wide range of
technologies to design,
implement, and analyze
assessments and provides
for an in depth and ongoing
communication regarding
student learning to all
audiences.

I use different tech to I have multiple ways to

design and implement using tech to develop and
student assessments. These assess my students learning.
allow me to provide instant 5.13.2018
feedback for my students.

I use multiple ways to

assess students through
online quizzes, online
writing samples, and many
more. 5.10.19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Provides students with Provides students with Provides students with clear Integrates the ongoing Facilitates students’
feedback through assessed additional feedback based and timely information sharing of comprehensible leadership in seeking and
work and required on formative assessments about strengths, needs, and feedback to students from using ongoing
summative assessments. from single lessons or strategies for improving formal and informal comprehensible
sequence of lessons. Seeks academic achievement. assessments in ways that communications about
5.7 Using assessment Notifies families of student to provide feedback in ways support increased learning. individual student progress
information to share proficiencies, challenges, that students understand. Provides opportunities for and ways to provide and
timely and and behavior issues through comprehensible and timely Communicates regularly monitor support.
comprehensible school mandated Communicates with two-way communications with families to share a
feedback with students procedures. families about student with families to share range of assessment
and their families progress, strengths, and student assessments, information that is
needs at reporting periods. progress, raise issues and/or comprehensible and
Contacts families as needs concerns, and guide family responsive to individual
arise regarding struggling support. student and family needs.
students or behavior issues.
I haven’t had a need to I need to do a better job of I give students feedback on
reach out yet for grade and giving feedback to students writing and assignments
behavior issues. I also need and families about the through and through
to do better job of grasping of the content. question and answer
providing timely feedback 5.13.2018 sessions. 5.10.19
for my students.