CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Is aware of the purposes Explores the use of
and characteristics of different types of
formative and summative pre-assessment,
assessments. formative 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.
I perform pre-assessment
at the beginning of each
unit and within a unit
before introducing any
significant new concepts
and/or academic
language. I include
formative assessments
throughout each unit, and
each unit culminates in a
single summative
assessment which the
grade 11 teachers create
collaboratively and share.
Per departmental policy, I
group assessments into
four categories:
formative, summative,
group work, and
participation.
Formative assessments
are the area I need to
focus on especially, as I
occasionally find that at
Applying
Decides on the purpose
for assessment and skills
to be assessed to select
appropriately matched
pre-, formative and
summative assessments.
Selects assessments
based on clear
understanding of the
purposes and
characteristics of
assessments to support
student learning.
The school-wide ESLOs
(Expected Student
Learning Outcomes),
which are intended to
guide curriculum and
lesson planning, have
been helpful in refining
my assessments to better
develop specific skills and
target learning objectives.
I have strived to create
assessments that are
student-centered; give
students of differing
English levels and
learning styles equal
chance at success; and
accurately measure
students’ comprehension
and absorption of content
and mastery of skills.
These have included
students creating
tableaux of scenes from a
text, using their bodies
Integrating Innovating
Develops and adapts the Demonstrates purposeful
range of appropriate use of a wide range of
assessments to address assessments to support
questions about students’ differentiated student
learning needs and learning needs and reflect
progress. progress.
Integrates a variety of Draws flexibility from a
characteristics into repertoire of appropriate
assessments to allow assessment options and
students with a range of characteristics to
learning needs to maximize student
demonstrate what they demonstration of
know. knowledge.
Throughout each learning
unit, there is a series of
formative and group
assessments designed to
check comprehension of
core concepts and
mastery of targeted skills;
per English department
policy, every learning unit
culminates in a
summative assessment
that is uniform across
each grade level in all
class sections.
I regularly review and
analyze assessment data
to identify areas of
mastery and growth, and
areas in which
adjustment of instruction
may be necessary. I
gather assessment data
from formative
assessments and tools
CSTP 5: Assessing Students for Learning
the end of a unit, some and simple props; such as Poll Everywhere
students have questions dioramas of scenes from and Kahoot during warm
that should have been texts; and RAFT writing in up and exit ticket
clarified in the course of which they were given a activities.
the unit. wide-ranging choice of
role, audience, format, November 2020
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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 student lessons or sequence of and differentiation of broad range of
sources to inform 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.
CSTP 5: Assessing Students for Learning
This area feels fairly new I use resources like
to me and thus one in Google Forms, Kahoot,
which I have greater and Poll Everywhere as
room for growth. Part of pre- and post-assessment
my duties at my school is tools to measure
collecting evidence for a students' comprehension
teaching portfolio, which of core concepts.
will be expected to
include examples of November 2020
assessment data. I am
working with the school’s
head of instructional
coaching on strategies for
meeting this requirement
going forward.

9/30/2019

I feel as though I still have

a ways to go in this
Evidence element. I find myself
often pressed for time to
complete activities and
“get through” material by
the end of a unit, which
limits my ability and
mental capacity to gather
and analyze data. To that
end, though, I have made
anonymous student
surveys a regular part of
my teaching. At the end of
each learning unit, I
distribute a questionnaire
on what the students’
thought was most
effective, most engaging,
and most enjoyable, as
well as the corresponding
least ones. I use the data I
gather from these to plan
CSTP 5: Assessing Students for Learning
the next unit and what
kinds of activities and
assessments it will
feature.

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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 with learning individually and individually and with colleagues ability to
with colleagues, to district processes. colleagues and identifies with colleagues to colleagues to analyze identify and address
monitor student learning needs of identify trends and student thinking and causes for achievement
learning individual students. patterns among groups of identify underlying patterns and trends.
students. causes for trends.
CSTP 5: Assessing Students for Learning
Wednesdays at my school
are designated
professional development
days; prior to class, I meet
with my grade 11
colleagues to review
assessment data, efficacy
of assessments and
strategies, brainstorm
new ideas, and share
other info that may be
helpful. Additionally, we
all share lesson plans and
documents on a
departmental Google
Evidence drive, and message one
another on the messaging
app LINE when we post
new material that may be
of interest.
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I meet regularly with my Since last spring, I have
grade-level colleagues to incorporated a broader
review data and evaluate range of data-collecting
effectiveness of tools: Kahoot, Poll
assessments and Everywhere, WordItOut,
strategies. There are Google Forms, Padlet, and
formal, face-to-face others. In addition, I have
meetings once a week, as begun sharing samples of
well as daily discussions student work at
via a dedicated LINE grade-level staff meetings
messaging app group and for feedback and
in-person, informal guidance from colleagues.
discussions in the course
of school days when we November 2020
are in the ELA office
between class periods.
Additionally, there is a
departmental Google
Drive folder which we use
to share materials and
lesson plans. I have
received some of the best
and most effective ideas
for my lessons and
assessments from these
interactions.
5/8/2020
CSTP 5: Assessing Students for Learning
Uses data from Uses data from available
assessments provided by assessments to establish
site and district to set content-based learning
learning goals for the goals for class and
class. individual students in
5.4 Using assessment single lessons or
data to establish sequences of lessons.
learning goals and to Plans instruction using
plan, differentiate, available curriculum Plans adjustments in
and modify guidelines. instruction to address
instruction learning needs of
individual students.
One thing I am learning to
do in this area is to adjust
lesson plans and unit
plans based on the results
of initial assessments and
those of summative and
post-assessments in prior
units. If additional class
periods are needed to
ensure that key concepts
are clear, I will extend the
unit and deadlines for
Evidence assignments accordingly.
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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.
I have made some
progress in this element;
in a recent learning unit, I
discovered part of the
way through that I was
focusing on material that
the students had explored
in-depth in grade 10 the
year before. I learned this
through assessment data
from student work, which
suggested a greater
familiarity than they
would have had from my
lessons during the unit
alone. In response to this,
I adjusted the objectives
and goals for the unit
slightly to reflect that the
students’ were at a more
advanced level than I
anticipated.
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Uses a broad range of Reflects on data
data to set learning goals continuously to make
for content and academic ongoing refinements to
language that are learning goals for content
integrated across content and academic language
standards for individuals for the fill range of
and groups. students.
Plans differentiated Uses data systematically
instruction targeted to to refine planning,
meet individual and differentiate instruction,
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.
I gather data using
post-assessments to
determine whether
learning objectives have
been achieved, and
whether additional
teaching and/or
reteaching related to core
concepts may be
necessary. Below is
material from a debrief
lesson following
characterization speed
dating. Students used
classmates' descriptions
in Google Forms of their
characters to create word
clouds; the word clouds
were then displayed, and
people guessed who
played which characters.
Their accuracy is
guessing gave me an idea
of how engaged they
were with the speed
CSTP 5: Assessing Students for Learning
dating activity of the day
before, and understood
what it is to characterize
via showing rather than
telling.

November 2020
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 processes and set learning goals self-assessment, goal
assessment results. single lessons or for learning content and related to content, setting, and progress
Recognizes the need for sequence of lessons that academic language academic language, and monitoring.
5.5 Involving all
individual learning goals. include goal setting development. individual skills.
students in
exercises. Develops students’
self-assessment,
Monitors progress using Guides students to Integrates student meta-cognitive skills for
goal-setting, and
available tools for Provides students with monitor and reflect on self-assessment, goal analyzing progress and
progress monitoring
recording. opportunities in single progress on a regular setting, and progress refining goals towards
lessons or sequence of basis. monitoring across the high levels of academic
lessons to monitor their curriculum. achievement.
own progress toward
class or individual goals.
CSTP 5: Assessing Students for Learning
I prioritize as much as
possible making students
responsible for their own
learning, an idea I was
introduced to during my
ESL training and was
subsequently expanded
on at length during my
licensing coursework and
practicum. I have
students work in small
groups every day,
discussing and informally
assessing each other’s
individual output and/or
collaborative projects. In
peer review and editing, I
encourage them to
consider the lesson’s
learning objectives and to
Evidence
evaluate their classmates
with those in mind.
Peer review and editing
has become a regular
feature of writing
assessments, and
students are required to
submit the feedback they
give others along with
their assignment. Part of
their score is the quality
of the feedback they give
their partner.
Students also share
written and visual work
in gallery walks in which
they are required to leave
feedback for peers; these
are both physical and
virtual, using Padlet, and
students are assessed on
quantity and quality of
the feedback they give.

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I have continued to make

student self-assessment
and peer assessment a
key part of my approach.
Peer review and editing
have been part of each
learning unit and many
writing assignments.
Towards this, I am in the
midst of incorporating
the Hypothesis extension
within my Google
Classroom lessons during
online teaching, and using
it to enhance their ability
CSTP 5: Assessing Students for Learning
to comment on and edit
one another’s work.

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Uses available Explores use of additional Uses technology to design Integrates a variety of Uses 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
5.6 Using available proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and provides
technologies to assist make required results, and communicate communicate about of assessments, and for an in depth and
in assessment, communications about with administration, student learning with communication of ongoing communication
analysis, and student learning. colleagues, and families administration, student learning to all regarding student
communication of about student learning. colleagues, families, and audiences. learning to all audiences.
student learning students. Ensure that
communications are
received by those who
lack access to technology.
CSTP 5: Assessing Students for Learning
I communicate daily with Proficiency in this
colleagues by messaging element has been a
app, email, and in trial-by-immersion
conversation regarding recently, as classes went
appropriateness of abruptly to online-only at
assessments, issues the beginning of April and
related to individuals or will remain so at least
groups of students, and through the end of May.
results of employing new Technology is intrinsic to
or experimental learning every aspect of lessons,
strategies. We compare from how content is
data and discuss its delivered to submission
interpretation at weekly of assessments and
Evidence
team meetings. receiving feedback. I am
expected to communicate
9/30/2019 daily with the school’s
head of academics on
overall progress and give
a general sense of what I
am doing with the
students; this is for him to
forward to the school’s
admin and share with
parents.
I have incorporated
Google Forms, Padlet,
Kahoot, Poll Everywhere,
Hypothesis, and other
technologies into delivery
of content,
implementation of
assessments, and
communication of
learning. An example is
my implementation of
Padlet for gallery walks
for students to display
their work for peer
feedback. Padlet allows
them to leave comments
for one another much
more easily than in a
conventional gallery walk.
November 2020

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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
5.7 Using assessment assessments. sequence of lessons. strategies for improving and informal assessments communications about
information to share Seeks to provide feedback academic achievement. in ways that support individual student
timely and Notifies families of in ways that students increased learning. progress and ways to
comprehensible student proficiencies, 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 student and family needs.
CSTP 5: Assessing Students for Learning
I don’t have contact with
students’ families at my
school; that is the
province of admin, as
many of the parents are
not English speakers.
When I assess work, I
include feedback using
the comments feature in
Google Docs, and give
students the option of
meeting face-to-face if
they feel the need for
more in-depth
explanation. I try to relate
my comments as much as
Evidence possible to the
instructions and rubric
that were given for the
assignment, so that how I
arrived at the student’s
score is transparent.
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struggling students or
behavior issues.
This year I have reached
out to students and their
families in a variety of
ways outside of the
conventions of report
cards and written
feedback on assessments.
Most of this contact was
unfortunately due to
attendance, academic,
and behavioral issues,
which I have detailed
elsewhere in my CSTPs;
in two outstanding
students’ cases, though, I
communicated with the
student and/or a parent
to convey positive
feedback. One of these
students contacted me
through Student Services
expressing a desire to talk
one-on-one, and with the
other I reached out to the
parent on the school’s
annual parent-teacher
conference day to tell
them about their child’s
progress.
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concerns, and guide
family support.
After each summative and
major formative
assessment, I allot time
for one-on-one meetings
with students to review
the feedback they
received and look at their
work against the
parameters set by the
rubric for the assignment.
After these meetings, for
students who have shown
initiative and effort, I
offer the option of
addressing specific areas
of feedback and the rubric
in order to raise their
score.
I do not communicate
directly with families on a
regular basis, other than
twice-yearly
parent-teacher
conferences, but student
data for academic
performance and
attendance are available
to parents and students
alike online through
PowerSchool.
November 2020