CSTP

 5:  Assessing  Students  for  Learning  

 
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
Is  aware  of  the  purposes   Explores  the  use  of   Decides  on  the  purpose   Develops  and  adapts  the   Demonstrates  purposeful  
and  characteristics  of   different  types  of  pre-­‐ for  assessment  and  skills   range  of  appropriate   use  of  a  wide  range  of  
formative  and  summative   assessment,  formative   to  be  assessed  to  select   assessments  to  address   assessments  to  support  
assessments.   and  summative   appropriately  matches   questions  about  students’   differentiated  student  
5.1  Applying   assessments.   pre-­‐,  formative  and   learning  needs  and   learning  needs  and  reflect  
knowledge  of  the     summative  assessments.   progress..     progress.  
purposes,   Begins  to  identify  specific        
characteristics,  and   characteristics  of   Selects  assessments   Integrates  a  variety  of   Draws  flexibility  from  a  
uses  of  different   assessments  that  yield   based  on  clear   characteristics  into   repertoire  of  appropriate  
types  of  assessments   different  types  of   understanding  of  the   assessments  to  allow   assessment  options  and  
information  about   purposes  and   students  with  a  ranges  of   characteristics  to  
student  preparedness,   characteristics  of   learning  needs  to   maximize  student  
progress,  and  proficiency.   assessments  to  support   demonstrate  what  they   demonstration  of  
student  learning.   know.  12/10/19   knowledge.  
      I  integrate  several  forms  of   Students  are  given  a  choice  
assessment  into  daily  lesson   board  to  complete  a  learning  
plans.  These  informal   task.  For  the  Leyendas  and  
assessments  include  pretests,   mitos  unit,  students  engage  in  
checking  for  understanding,  and   interpretive  and  interpersonal  
exit  tickets.  I  also  give  a  formal   communication  by  completing  
assessment  (usually  in  the  form   tasks.  The  variety  of  tasks  
of  a  quiz)  once  a  week.   allows  students  to  engage  in  
Depending  on  the  quiz,  we  often   activities  that  meet  their  
grade  as  a  class.  This  way,   learning  styles  and  needs.  
students  receive  immediate   Students  have  the  opportunity  
feedback  on  areas  they  may   to  engage  with  the  content  in  a  
need  to  improve  on.  As  students   way  that  leads  to  mastery.  The  
study  and  master  concepts,  they   final  task,  a  presentational  
can  retake  assessments  to   communication  task,  is  also  
demonstrate  understanding.   open  to  student  choice.  In  
  Using  the  results  of   addition  to  providing  a  variety  
assessments,  I  can  adapt  my   of  ways  to  meet  the  goal  of  
teaching  as  needed.  7/8/19.     creating  an  original  legend  or  
  myth,  students  can  also  make  a  
Assessments  in  class  often   suggestion  based  on  how  they  
incorporate  reading,  listening,   would  like  to  complete  the  task  
speaking,  and  writing,  especially   5/5/20.  
on  end-­‐of-­‐the-­‐unit  assessments.    
When  working  on  projects,  
 
students  also  have  choices  as  to  
how  they  would  prefer  to  
demonstrate  understanding.  
Students  also  have  the  
opportunity  to  reflect  on  
projects  and  identify  their  
strengths  and  areas  for  growth.  
12/10/19    
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  
  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.   comprehensive   Uses  results  of  ongoing  
information  to  guide   data  analysis  to  plan  and  
planning  and   differentiate  instruction  
differentiation  of   for  maximum  academic  
instruction.  12/10/19   success.  
      By  using  a  KWL  at  the    
beginning  of  each  unit,  
students  show  me  what  
they  already  know,  
questions  they  have,  and  
at  the  end  can  reflect  on  
what  they  have  learned.  
In  addition  to  this  type  of  
assessment,  I  use  
frequent  comprehension  
checks  in  a  variety  of  
ways.  At  the  end  of  each  
project,  I  read  student  
 
reflections  and  also  
reflect  on  what  went  well  
and  how  the  unit  can  be  
improved  for  the  future.    
 
Throughout  units,  
students  are  assessed  
using  multiple  sources  of  
assessment  data.  Some  
examples  include  essays,  
journal  entries,  in-­‐class  
observations,  completion  
of  performance  tasks,  
CSTP  5:  Assessing  Students  for  Learning  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
tests  and  quizzes,  and  
student  portfolios.  
12/10/19  
 
This  year,  I  have  also  
incorporated  a  way  for  
students  to  track  their  
progress  with  in-­‐class  
short  essays.  At  least  once  
a  month,  students  do  an  
in-­‐class  ten-­‐minute  timed  
write.  At  the  end  of  the  
ten  minutes,  students  
track  their  progress  using  
a  chart.  The  idea  is  that  
with  practice,  students  
will  be  able  to  write  more  
words  per  minute  and  
also  begin  to  structure  
their  writing  better  
5/5/20.  
 

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.  
7/8/19.   students  12/10/19.     causes  for  trends.  
CSTP  5:  Assessing  Students  for  Learning  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
  In  my  classes,  I   I  was  able  to  administer  a  pre-­‐      
individually  review   and  post-­‐assessment  for  the  
lesson  on  email  reply.  Students  
assessment  data  to  
wrote  an  email  with  little  to  no  
identify  learning  needs  of   prior  instruction  for  the  pre-­‐
my  students  and  inform   assessment.  Then,  I  did  a  lesson  
my  teaching.  When  our   on  how  to  write  a  formal  email.  
The  post-­‐assessment  was  a  
school  administers  the  
rewrite  of  the  first  draft,  in  
district  common   which  student  demonstrated  
assessment,  I  do  meet   what  they  learned  by  applying  
with  colleagues  to  norm   rules  and  formatting  to  the  2nd  
draft.  The  post-­‐assessment  data  
tests  and  to  review  
allowed  me  to  analyze  how  
results.  We  do  not  spend   much  students  learned  from  the  
a  lot  of  time  identifying   lesson.  I  compared  the  results  
trends.  7/8/19   with  my  mentor.  12/10/19  
 
At  least  once  a  month,  I  have  my  
students  complete  a  timed,  in-­‐
class  quick  write.  This  allows  
me  to  asses  the  student's  
proficiency  without  a  dictionary,  
translator,  or  help.  I  use  these  
writings  to  identify  trends  and  
  patterns  among  students  to  see  
if  they  are  mastering  grammar  
concepts  and  academic  
vocabulary  from  the  class  
and/or  identify  areas  that  I  need  
to  teach  or  reteach.  Students  
receive  feedback  from  me  
regarding  grammar  and  flow  of  
the  writing,  and  then  re-­‐write  
their  mini-­‐essays;  learning  from  
mistakes  by  making  corrections  
based  off  of  a  set  of  codes  I  use.  
 
Every  year,  I  collaborate  with  a  
middle  school  teacher  and  the  
AP  Spanish  teacher  to  
administer  and  assess  a  
placement  exam  for  incoming  
eighth  graders.  Spanish-­‐
speaking  students  at  the  middle  
school  take  a  diagnostic  exam  
with  their  Dual-­‐Immersion  
History  teacher.  She  then  
forwards  the  exams  to  me,  and  
the  AP  Teacher  and  I  review  
them,  analyze  data  looking  for  
CSTP  5:  Assessing  Students  for  Learning  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
patterns/trends,  and  make  
recommendation  for  placement  
as  freshman.  In  the  few  years  
that  I  have  been  doing  this,  we  
have  decided  to  change  up  the  
diagnostic  test  to  assess  areas  
other  than  writing.  We  will  be  
collaborating  on  a  new  test  in  
the  future.  In  addition  to  using  
these  assessments  as  a  
diagnostic,  it  also  gives  me  
somewhat  of  a  preview  of  the  
students  I  will  have  the  
following  year.  I  am  able  to  use  
the  data  and  results  to  make  
changes  to  lesson  
plans/grammar  concepts  taught  
to  meet  the  needs  of  the  
incoming  students  5/5/20.  
 
 
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.   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.  
12/10/19,  5/5/20.  
      Learning  goals  are    
planned  out  at  the  
beginning  of  the  unit,  
which  are  determined  by  
pre-­‐assessments.  
Throughout  lessons,  I  
consistently  check  for  
understanding  and  
monitor  progress.  Based  
on  informal  assessments  
in  class,  I  modify  lessons  
as  necessary.  For  
 
example,  if  students  are  
not  grasping  a  concept  
the  way  I  had  originally  
planned,  I  will  try  
something  else.  Also,  if  
students  become  
disengaged  in  the  lesson,  
I  modify  to  regain  their  
attention.  7/8/19  
 
In  one  of  my  classes,  we  
started  Literature  Circles.  
CSTP  5:  Assessing  Students  for  Learning  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
Students  chose  a  book  
and  in  groups  of  five,  they  
read  a  certain  number  of  
pages  per  week  for  a  
discussion  on  Friday.  
Within  the  Literature  
Circle  process,  students  
set  goals  of  how  many  
pages  to  read  per  day  to  
meet  the  weekly  goal,  
discuss  themes  in  the  
book  and  reflect  on  how  
the  discussion.  These  self-­‐
assessments  require  
students  to  reflect  on  
what  they  did  to  prepare,  
how  prepared  they  were  
for  the  discussion,  and  
how  well  the  discussion  
went.  They  also  provide  
suggestions  for  how  to  
improve  themselves  or  
the  discussion  for  the  
next  week  5/5/20.  
 
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.  7/8/19   across  the  curriculum   high  levels  of  academic  
lessons  to  monitor  their   12/10/19   achievement.  
own  progress  toward  
class  or  individual  goals.  
CSTP  5:  Assessing  Students  for  Learning  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
    Students  are  given   Students  are  provided    
worksheets  to  reflect  on   with  learning  objectives  
progress  after  each  unit.  I   and  performance  criteria  
would  like  to  incorporate   via  rubrics  for  each  
more  strategies  that   project.  The  rubrics  use  
encourage  reflection   clear  language  to  describe  
throughout  a  unit  so   performance  indicators.  I  
students  can  self-­‐assess   use  the  rubrics  plus  
and  monitor  their  own   personalized  feedback  to  
progress  to  make   inform  students  of  what  
adjustments  before  the   they  did  well  and  what  
end  of  a  unit.  7/8/19   they  need  to  improve  on.  
I  always  lead  with  and  
end  with  a  positive.  
Whenever  possible,  I  give  
students  multiple  
examples  of  student  work  
so  that  they  can  have  a  
tangible  model  of  what  
my  expectations  are.  
  Students  are  also  given  
rubrics  for  scoring  peers  
and  themselves  on  
project  reflections.  
Students  create  portfolios  
that  allow  both  the  
student  and  the  teacher  
to  see  growth  over  time.  
7/8/19.  
 
I  have  been  working  with  
my  students  on  timed  
quick-­‐writes  in  class.  
Students  set  goals  based  
on  how  much  they  think  
they  can  write  in  the  
allotted  time.  They  are  
tracking  how  many  
words  they  can  write  in  
10  minutes  on  a  graph.  
We  are  comparing  how  
CSTP  5:  Assessing  Students  for  Learning  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
much  their  writing  is  
progressing  (quality  and  
quantity)  over  time.  
12/10/19  
 
Students  are  given  
rubrics  for  scoring  peers  
and  themselves  on  
project  reflections.  
Checklists  guide  students  
through  the  process  of  
scoring  themselves  and  
their  peers  on  a  speaking  
task.  I  also  distribute  
handouts  that  prepare  
students  for  a  writing  
activity,  as  well  as  guides  
students  on  how  to  
review  the  work  of  a  
classmate  5/5/20.  
 

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  
5.6  Using  available  
make  required   results,  and  communicate   communicate  about   of  assessments,  and   provides  for  an  in  depth  
technologies  to  assist  
communications  about   with  administration,   student  learning  with   communication  of   and  ongoing  
in  assessment,  
student  learning.   colleagues,  and  families   administration,   student  learning  to  all   communication  regarding  
analysis,  and  
about  student  learning.   colleagues,  families,  and   audiences.  12/10/19   student  learning  to  all  
communication  of  
students.  Ensure  that   audiences.  
student  learning  
communications  are  
received  by  those  who  
lack  access  to  technology.  
CSTP  5:  Assessing  Students  for  Learning  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
      Our  school  uses  Aeries   Again,  Distance  learning  
for  recording  grades.  I   has  helped  me  to  grow  as  
update  Aeries  at  least   a  teacher  in  terms  of  
once  per  week  and  print   using  a  wide  range  of  
out  a  missing  assignment   technologies  to  engage  
report  for  students  with   students.  I  have  had  to  
missing  assignments  on  a   practice  new  technologies  
weekly  basis.  This  allows   and  develop  digital  
these  students  to  see   strategies  for  existing  
what  they  need  to  work   techniques.  I  have  also  
on,  even  if  they  do  not   upped  my  
have  access  to  technology   communication  with  
to  review  the  grade  book   students  and  families  by  
 
online.  I  also   utilizing  not  only  Aeries  
communicate  with   communication,  but  also  
students  via  personalized   Remind  and  Google  
comments  on  work  and   Classroom.  I  have  had  to  
assessments,  using   learn  how  to  make  
rubrics  to  grade   screen-­‐cast  videos  to  
assessments,  and   explain  how  to  complete  
providing  consistent  oral   assignments,  lead  digital  
feedback  in  class.  If   lessons,  and  engage  with  
necessary,  I  will  email  or   students  in  a  different  
call  parents  to  check  in.     way  5/5/20.  
7/8/19  

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  
5.7  Using  assessment   assessments.   lessons  or  sequence  of   strategies  for  improving   and  informal  assessments   communications  about  
information  to  share     lessons.  Seeks  to  provide   academic  achievement.   in  ways  that  support   individual  student  
timely  and   Notifies  families  of   feedback  in  ways  that     increased  learning.   progress  and  ways  to  
comprehensible   student  proficiencies,   students  understand.   Provides  opportunities     provide  and  monitor  
feedback  with   challenges,  and  behavior     for  comprehensible  and   Communicates  regularly   support.  
students  and  their   issues  through  school   Communicates  with   timely  two-­‐way   with  families  to  share  a  
families   mandated  procedures.   families  about  student   communications  with   range  of  assessment  
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,  
CSTP  5:  Assessing  Students  for  Learning  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
struggling  students  or   family  support.  7/8/19.   5/5/20;    12/10/19.  
behavior  issues.  

    When  providing  feedback   I  use  Google  Forms  for    

to  students,  I  usually  lead   quizzes  and  exams.  This  
with  one  of  the  student’s   gives  students  immediate  
strengths,  address  areas   feedback.  I  also  use  
that  need  improvement,   rubrics  to  score  big  
and  end  with  a  positive   projects.  Students  see  the  
acknowledgement.  When   rubrics  ahead  of  time  and  
communicating   sometimes  help  design  
expectations  with   the  rubric.  
students  and  their   Communication  is  open  
families,  I  translate  notes   between  my  students  and  
to  Spanish  to  ensure  that   I  to  discuss  assessments  
families  understand   and  steps  to  be  taken  to  
learning  goals  and  project   improve.  12/10/19  
 
plans.  I  also  use  remind    
to  communicate  with   In  addition  to  providing  
students.  Parents  have   feedback  to  students  
access  to  sign  up  for   using  the  "complement  
Remind  as  well.  7/8/19   sandwich,"  I  created  a  list  
of  correction  codes  for  
students  to  use  when  
correcting  written  work.  
The  codes  help  students  
see  errors  in  writing,  but  
encourages  them  to  find  a  
way  to  correct  it  instead  
of  having  the  teacher  
correct  it  for  them.    
CSTP  5:  Assessing  Students  for  Learning  
 
Element   Emerging   Exploring   Applying   Integrating   Innovating  
 
I  have  been  sending  out  
weekly  emails  to  parents  
and  students  with  
detailed  explanations  of  
the  expectations  of  the  
week  and  important  
deadlines.  I  send  out  
weekly  missing  
assignment  reports  to  
students  and  parents  
5/5/20.