CSTP 5: Assessing Students for Learning
Element Emerging Exploring
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.
9-28-19
I and my co-teacher use
various assessments result
to set a learning goal for
each student, for instant
conduct pretest for every
math unit, use MAP test,
and F&P assessment.
9-28-19
Applying
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.
5-1-20/ 10-24-20
I and my co-teacher use
various assessments result
to set a learning goal for
each student, for instant
conduct pretest for every
math unit, use MAP test,
and F&P assessment.
5-1-20
I’m learning to use ESGI
app to assess students’
reading skills and keep and
track their data.
10-24-20
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 maximize
learning needs to student demonstration of
demonstrate what they knowledge.
know. 4-10-21
I teach ESOL students at
an international school in
Korea, which students from
all over the world attend,
so I need to know
information about each
student to achieve their
learning goals according to
their needs. Therefore, I
should monitor students in
many ways. I should use
every assessment method
to determine their English
level to achieve their
ultimate learning goals,
attending the grade-level
mainstream classroom.
4-10-21
CSTP 5: Assessing Students for Learning
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.
Explores collecting
additional data using
supplemental assessments.
Make adjustments in
planning for single lessons
or sequence of lessons
based on analysis of
assessment data.
9-28-19
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.
5-1-20
10-24-20
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. 4-10-21
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 and my co-teacher use I and my co-teacher use In my school, non-native

various assessments result
to set a learning goal for
each student, for instant
conduct pretest for every
math unit, use MAP test,
and F&P assessment.
9-28-19
various assessments result
to set a learning goal for
each student, for instant
conduct pretest for every
math unit, use MAP test,
and F&P assessment.
5-1-20
I’m learning to use ESGI
app to assess students’
reading skills and keep and
track their data.
10-24-20
English students take the
WIDA test when they
enter, and even students
with the same WIDA
overall score can all have
different speaking,
listening, reading and
writing scores, and
accordingly, students'
needs are all different. So,
even in a group of students
at the same level, I should
monitor students in many
ways. I should use every
assessment method.
4-10-21
CSTP 5: Assessing Students for Learning
Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
available assessment data additional assessment data variety of data on student broad range of data work and fosters colleagues
5.3 Reviewing data,
as required by site and individually and with learning individually and individually and with ability to identify and
both individually and
district processes. colleagues and identifies with colleagues to identify colleagues to analyze address causes for
with colleagues, to
learning needs of trends and patterns among student thinking and achievement patterns and
monitor student
individual students. groups of students. identify underlying causes trends.
learning
9-28-19 5-1-20 for trends. 4-10-21
10-24-20
I and my co-teacher use I teach with my co-teacher In international schools,
various assessments result in the second-grade students from all over the
to set a learning goal for classroom. I am grateful world are going to school
each student, for instant for this co-teaching system and consider all kinds of
conduct pretest for every because my co-teacher and things, such as students'
math unit, use MAP test, I always share and discuss culture and background of
and F&P assessment. our students from casual their families, to help
9-28-19 monitoring formative to students achieve their
summative assessments. learning goals. As an
And we discuss how to ESOL teacher, I constantly
make students' learning collaborate with the
better based on their homeroom teacher to check
evaluations. my students' conditions.
5-1-20 4-10-21
10-24-20
CSTP 5: Assessing Students for Learning
Uses data from
assessments provided by
site and district to set
learning goals for the class.
5.4 Using assessment
Plans instruction using
data to establish
available curriculum
learning goals and to
guidelines.
plan, differentiate, and
modify instruction
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.
9-28-19
I and my co-teacher use
various assessments result
to set a learning goal for
each student, for instant
conduct pretest for every
math unit, use MAP test,
and F&P assessment.
9-28-19
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.
5-1-20
I teach with my co-teacher
in the second-grade
classroom. I am grateful
for this co-teaching system
because my co-teacher and
I always share and discuss
our students from casual
monitoring formative to
summative assessments.
And, we discuss how to
make students' learning
better based on their
evaluations.
5-1-20
My school initiated an ICE
(intervention, Connection,
Enrichment) program that
is mixed every grade by
reading levels. By ICE,
every student can be
beneficial from a
differentiated reading class.
10-24-20
Uses a broad range of data Reflects on data
to set learning goals for continuously to make
content and academic ongoing refinements to
language that are integrated learning goals for content
across content standards and academic language for
for individuals and groups. the fill range of students.
Plans differentiated Uses data systematically to
instruction targeted to meet refine planning,
individual and group differentiate instruction,
learning needs. and make ongoing
adjustments to match the
Modifies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments.
4-10-21
In my school, non-native
English students take the
WIDA test when they
enter, and even students
with the same WIDA
overall score can all have
different speaking,
listening, reading and
writing scores, and
accordingly, students'
needs are all different. So,
even in a group of students
at the same level, I should
monitor students in many
ways. I should use every
assessment method.
4-10-21
CSTP 5: Assessing Students for Learning
Informs students about
learning objectives,
outcomes, and summative
assessment results.
Recognizes the need for
5.5 Involving all
individual learning goals.
students in self-
assessment, goal-
Monitors progress using
setting, and progress
available tools for
monitoring
recording.
Uses available technologies
to record assessments,
determine proficiency
levels, and make required
5.6 Using available communications about
technologies to assist student learning.
in assessment, analysis,
and communication of
student learning
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.
9-28-19/5-1-20/10-24-20
I and my co-teacher are
trying to let the student set
their own learning goal,
and every trimester they
will do student-led
conferences to their parents
as well as the parent-
teacher conference.
9-28-19/5-1-20/10-24-20
Explores use of additional
technologies to implement
individual assessments,
record results, and
communicate with
administration, colleagues,
and families about student
learning.
9-28-19/5-1-20/10-24-20
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.
4-10-21
I encourage EOSL students
to learn by making them
feel accomplished by
setting small goals
themselves that they can
achieve to get rid of the
anxiety caused by English.
4-10-21
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.
4-10-21
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.
Integrates a variety of
technologies into the
development,
implementation, analysis of
assessments, and
communication of student
learning to all audiences.
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.
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.
CSTP 5: Assessing Students for Learning
Search for subject relevant
apps and use Seesaw as
much as I can to
communicate with the
families.
9-28-19
This COVID-19 situation
allows me and my co-
teacher to give feedback or
assign reading, math and
writing at different levels.
5-1-20
I’m learning to use ESGI
app to assess students’
reading skills and keep and
track their data.
10-24-20
These days, standardized
tests are all web-based, so
international schools can
also take such as MAP
tests and WIDA tests the
same as in the U.S. based
on technology. We analyze
them to determine the
current status and help
students achieve their
learning goals. 4-10-21

5.7 Using assessment Provides students with
information to share feedback through assessed
timely and work and required
comprehensible summative assessments.
feedback with students
and their families Notifies families of student
proficiencies, challenges,
and behavior issues
through school mandated
procedures.
Provides students with
additional feedback based
on formative assessments
from single lessons or
sequence of lessons. Seeks
to provide feedback in
ways that students
understand.
Communicates with
families about student
progress, strengths, and
needs at reporting periods.
Contacts families as needs
arise regarding struggling
students or behavior issues.
Provides students with
clear and timely
information about
strengths, needs, and
strategies for improving
academic achievement.
Provides opportunities for
comprehensible and timely
two-way communications
with families to share
student assessments,
progress, raise issues
and/or concerns, and guide
family support.
5-1-20/10-24-20/ 4-10-21
Integrates the ongoing Facilitates students’
sharing of comprehensible leadership in seeking and
feedback to students from using ongoing
formal and informal comprehensible
assessments in ways that communications about
support increased learning. individual student progress
and ways to provide and
Communicates regularly monitor support.
with families to share a
range of assessment
information that is
comprehensible and
responsive to individual
student and family needs.
CSTP 5: Assessing Students for Learning
9-28-19
I upload students’ work to
the Seesaw as much as I
can to let the family know
their needs and challenges.
I am trying to figure out in
various ways what each
student needs to help them.
9-28-19
With the recent COVID-19
situation, virtual learning
allows me and my co-
teacher to assign and give
feedback on reading, math,
writing, etc. according to
the level of students via
Seesaw. In addition, we've
created a zoom meeting
scheduler with families so
that we can communicate
with them every week.
5-1-20/10-24-20/ 4-10-21