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.
Evidence
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 constantly assess my
students throughout a
lesson, a section, and a
chapter. I decide how I
want to assess my
students based on what
information I am trying to
look at. For example, a
general check for
understanding may be
used over a 5-question
warm-up depending on
the depth of assessment I
want to conduct with my
students. The depth of
assessment also depends
on how much content I
want to test with my
students. 9/22/2019
All formative and
summative assessments
are given to test my
students’ understanding
of concepts. I test for the
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.
I utilize several types of I understand that my
assessments throughout students have different
a lesson unit. I use learning needs, and
checks for understanding, therefore will have
daily informal formative different strengths in
assessments (entry/exit showing their mastery of
tickets), formal formative our content. Because of
assessments (quizzes), this, I try to incorporate
formal summative several different types of
assessments (tests), and assessments throughout
applied summative each lesson unit. . I use
assessments (projects). checks for understanding,
These different daily informal formative
assessments allow me to assessments (entry/exit
collect a wide range of tickets), formal formative
data on my students’ assessments (quizzes),
level/depth of formal summative
understanding of the assessments (tests), and
content, as well as their applied summative
learning needs and their assessments (projects).
progress made on our These different
class learning goals. assessments allow me to
5/2/20 collect a wide range of
data on my students’
Each type of assessment level/depth of
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

basic understanding of that I utilize assesses on a understanding of the
concepts, so questions variety of skills students content, as well as their
are chosen based on this need to master to be learning needs and their
notion. 9/22/2019 successful in my class. progress made on our
For example, there are class learning goals.
typically simple “solve 4/11/21
the equation” problems,
graphing problems,
complex “solve the
equation” problems (that
involve multiple concepts
from the chapter), and a
written explanation
problem. This variety of
questions allows me to
assess my students on
different skills, as well as
different content, and
students are able to
demonstrate the depth of
their knowledge. 5/2/20

I still utilize the same

variety of assessments as
listed above to assess my
students formally,
informally, formatively,
and summatively. This
variety of assessments
allows me to pin-point
areas my students need
more support, and areas
my students can afford a
challenge. 11/8/20

Because I utilize a variety

of assessments in my
class (to assess my
students formatively and
summatively), I am able
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

to assess their different
skills and applications of
those skills. I am also
able to assess my
students’ abilities to
apply their skills to the
range of concepts we are
studying. 11/8/20
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. 9/22/2019 comprehensive Uses results of ongoing
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating
Evidence I write and design all of I utilize several types of
my assessments for my assessments throughout
courses with my students a lesson unit. I use
in mind. These formal checks for understanding,
and informal assessments daily informal formative
are designed to inform assessments (entry/exit
me of my students’ tickets), formal formative
learning, which then assessments (quizzes),
informs me of my formal summative
teaching. I change and assessments (tests), and
adjust my teaching based applied summative
on the results of these assessments (projects).
assessments. 9/22/2019 The type of assessment
that I choose to use
depends on how much
content we have covered
of a unit. The data
collected from all of these
assessments are used to
inform my future
teaching and overall
lesson planning. 5/2/20
Innovating
I have integrated a
system of daily informal
formative assessments
within my lesson units so
that I can constantly and
consistently assess my
students. I get data from
these daily assessments
that I use to inform my
instruction for that
lesson, as well as any
review day I have
scheduled before a formal
assessment. I use data
gathered from formative
assessments (quizzes) to
inform my teaching and
pacing for the remaining
sections of our current
chapter/unit. I use data
collected from summative
assessments to not only
analyze how each class
understands and has
mastered our content, but
also analyze it on the
individual student level
and by each
question/concept (to
understand which
students need support,
and which concepts need
to be further reviewed).
11/8/20
I still utilize a system of
daily informal formative
assessments, or “Check-
Ups.” This allows me to
assess my students
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

continuously, and to
correct any
misconceptions and clear
up any areas of confusion
before a formal
assessment. I also
strategically plan
formative assessments
(quizzes) in each unit, so
that like-material is
assessed. I also make
sure that an appropriate
amount of content is
assessed on each quiz.
These frequent
assessments, both formal
and informal, allow me to
collect data on my
students’ level of
understanding, and
provide additional
instruction and
differentiation where
needed. 4/11/21
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.
students. causes for trends.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Evidence During weekly As stated above, I use a I have been assigned to be
Professional Learning variety of assessments in the Professional Learning
Community (PLC) my classroom. After Community (PLC) Team
meetings, I review data these assessments are Lead for both the
with my colleagues for given, I analyze the data Precalculus PLC and
our classes. We give the collected to not only Algebra 1 PLC for the
same quizzes and tests, inform my future 2020-21 school year. As
and we review the data teaching, but to also PLC Team Lead, I have
gathered from the results analyze my students’ the opportunity to
of these assessments. thinking and their schedule and facilitate
Through these meetings, understanding of the collaborative meetings
we analyze this data to content. I analyze this between my colleagues.
inform our instruction by data individually, and We use PLC time to write
noting trends, outliers, bring my analysis to my assessments together and
etc. 9/22/2019 Professional Learning to analyze data gathered
Community (PLC) weekly from assessments
meetings to discuss with together. We analyze
my colleagues. Together, data for each of our own
we discuss common classes, as well as on the
assessment data and find whole (by comparing and
data trends. We try to contrasting data found
identify causes for these from each class to find
trends so that we can patterns and trends).
adjust our lesson plans 11/8/20
accordingly. 5/2/20
As I continue to serve as
the PLC lead for the
Precalculus and Algebra 1
teams on campus, I am
getting more experience
leading teachers. My
colleagues are also seeing
how I am as a leader, and
have been great to work
with throughout each
unit. When it comes to
writing assessments and
analyzing assessment
data, I used to
consistently start the
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

conversation. However,
now that my colleagues
have gotten used to how I
like to structure these
conversations, some of
my colleagues have taken
it upon themselves to
start the conversation (if
they assessed earlier, or
finished grading earlier).
This allows us to have
shared responsibility of
data analysis and to have
continuous conversations
about how we can adapt
our teaching strategies to
fit the learning needs of
our students. 4/11/21
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
5.4 Using assessment single lessons or standards for individuals for the fill range of
data to establish sequences of lessons. and groups. students.
learning goals and to Plans instruction using Plans differentiated
plan, differentiate, available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
and modify guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
instruction learning needs of students’ diverse learning meet individual and differentiate 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.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
Evidence I use the data gathered
from my informal and
formal assessments in
class to set learning goals
for my students. These
goals are communicated
with my students in their
daily lessons, and they
know and understand
what is expected of them.
9/22/2019
Differentiation and
scaffolding are
implemented in my
lessons based on the
results of my formal and
informal assessments
given in class. These
changes are made to meet
the learning needs of my
students. 9/22/2019
Integrating
I use the data collected
from the wide range of
assessments to determine
and set learning goals for
my students. These
learning goals are specific
to the content we are
covering, and are
determined for each
lesson/class period.
These goals include
general educational skills,
specific math content,
and general academic
language use. They also
incorporate the Common
Core State Standards for
the lesson unit. 5/2/20
After a formative
assessment is given, I am
able to see what areas my
students struggled in and
where they could benefit
from additional practice
and differentiated
instruction. This is then
incorporated in a future
lesson before students
are reassessed (on a
summative assessment).
5/2/20
I incorporate checks for
understanding
throughout each lesson.
The information my
students give me from
these checks for
understanding help me
Innovating
Every time I assess my
students, I take a moment
to analyze the data. Since
I give my students
informal formative
assessments daily, this
means that I am
continuously analyzing
assessment data. This
allows me to make
ongoing changes and
tweaks to my
explanations and content
delivery/lessons so that I
can better meet my
students’ learning needs.
4/11/21
As I analyze assessment
data, I often think about
the bigger picture. I do
use assessment data to
adjust individual lessons
and to plan
differentiation when
needed, but I also use it
for larger lesson planning
and unit planning. With
frequent ongoing
assessments and
continuous data analysis,
I am able to adjust my
class and class structure
to better help my
students grasp our
concepts. 4/11/21
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

make on-the-fly
modifications to the
lesson to help my
students understand the
content better. They also
help me adjust my
teaching practices for a
particular class/group of
students, so I can better
serve their learning
needs. 5/2/20

I use the data collected

from the various
assessments I give in
class to inform my
instruction and overall
curriculum pacing. By
using data to inform my
instruction, this also
allows me to set
appropriate learning
goals for my students.
We use these learning
goals to assess their
overall level of
understanding of our
content, and for each
student to reflect on
whether or not they
attained the learning goal
for that lesson 11/8/20

Since I am utilizing a
flipped classroom model
this school year, I use my
pre-recorded lesson
videos to provide
differentiated instruction
to my students. Also, part
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

of our daily class routine
is completing a Check-Up
on the video lesson
materials that assesses
my students’
understanding of the
concepts covered. At the
end of these Check-Ups
(after we go over
corrections), students are
asked to rank their level
of understanding on a
scale of 1-5 and provide
an identified point of
confusion if applicable.
This allows me to collect
data from my students in
real-time, and adjust our
class time as needed. For
example, if I see that
every student struggled
on a specific type of
problem, I can use our
class time to cover that
concept again. 11/8/20
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. across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual goals.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
Evidence Every day at the
beginning of class,
students take a “Check-
Up” to see how well they
understand the material
learned in the previous
class period. This warm-
up assessment is made
for students to self-assess
their understanding of
the material, as they
correct their own work
after they are given time
to work through the
problems. After
correcting their work,
students are asked to
rank their level of
understanding on a scale
of 1-5, and write a “Point
of Confusion” as well if
they did not score
themselves a 5. These
daily “Check-Ups” allow
my students time to self-
assess and reflect on their
understanding of the
material, and gain a
better understanding of
concepts that they do not
yet understand.
9/22/2019
Integrating
I utilize a system of daily
informal formative
assessments (detailed in
my last evaluation on
9/22/19). As students
become accustomed to
this process, they are able
to identify their point of
confusion much better –
the information that they
write is much more
detailed and specific, and
provides them with a
target that they need to
work towards. This helps
with their overall goal
setting in math. 5/2/20
I still utilize a system of
daily informal formative
assessments (Check-Ups)
in my classes. However,
this year since I am
utilizing a flipped
classroom model, these
assessments are on the
concepts covered in the
lesson video students
were supposed to watch
prior to coming to class
(rather than on the
concepts learned in the
previous class). At the
end of these Check-Ups,
after we’ve gone over
corrections, students are
asked to rank their level
of understanding on a
scale of 1-5 and write an
identified point of
Innovating
During the daily informal
formative assessments,
students are given time to
reflect on their overall
level of understanding of
the content we are
learning. This gives
students structured
practice identifying their
level of understanding
and a specific point of
confusion. Students use
this to identify and
understand their areas of
needed improvement
(when it comes to our
content and their success
in our class), and I am
also able to monitor their
process towards
achieving their goal in
regards to the concepts.
These goals could also be
related to their success in
their class overall, if my
students recognize that
their point of confusion is
due to their effort or
overall performance in
our class. Regardless of
their goal, I am able to
help them advance and
take the steps necessary
towards reaching these
goals. 4/11/21
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

confusion if applicable.
This allows students to
reflect on their own
depth of understanding
and achievement of our
learning goals. This also
allows me to see the
areas my students need
additional support, and
what concepts my
students have already
mastered. 11/8/20
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 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. learning to all audiences.
communication of
students. Ensure that
student learning
communications are
received by those who
lack access to technology.

When assessing my I am fortunate to teach at Because my students all

students, I try to a school that has a one- have a school-
incorporate a variety of to-one iPad program for administered iPad, I am
assessments so I can students. This gives me a able to incorporate many
better gauge my students’ huge resource that I can different technologies
understanding. For then utilize and integrate into my classroom every
example, I do simple into all of my courses that day. For example, our
Evidence checks for understanding I teach. I implement daily Check-Ups (informal
with Thumbs technology into each class formative assessments)
Up/Middle/Down, I period (with note-taking are done on
create daily warm- apps and learning tasks), GoFormative.com, our
ups/Check-Ups for my homework (Aleks.com practice problems and
students to self-assess, and Knewton.com), and quizzes are done online
and I create formative assessments (Aleks.com, on Edfinity.com (for
assessments in the form Knewton.com, Honors Precalculus) and
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

games and activities that Socrative.com, and Aleks.com (for Honors
engage my students so I GoFormative.com). I use Algebra 1), our grading
can see how they are able these technologies in the system is done on
to apply their knowledge creation and Aeries.com, and our
when given different implementation of course information,
types of problems. assessments, as well as assignments, assessment
9/22/2019 post-assessment data dates, etc. are organized
analysis and online on Canvas. I utilize
communication to all of these online
students/parents. platforms to analyze data
5/2/20 on how my students are
performing with different
areas of our content, as
well as providing them
with detailed ongoing
feedback. 11/8/20

I am fortunate enough to
teach at a very tech-
forward school, at which
all students and teachers
are given an iPad. This
allows me to incorporate
and to implement many
different technology tools
into our everyday class
schedule, and to provide
my students with
meaningful interactions
with our content through
technology. I use these
technologies to deliver
content to my students, to
assess my students, and
to deliver feedback to my
students. This also allows
me to keep digital records
of all information
regarding my students
and their progress
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

throughout my class.
4/11/21
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
assessments. lessons or sequence of strategies for improving and informal assessments communications about
5.7 Using assessment lessons. Seeks to provide academic achievement. in ways that support individual student
information to share Notifies families of feedback in ways that increased learning. progress and ways to
timely and student proficiencies, students 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.
After and assessment is For each written My goal is to help my
given, I give my students’ assessment my students students become
detailed feedback in a take, I grade and provide independent and
timely manner so that them with detailed resourceful learners. Part
they can quickly learn feedback on each of this is for my students
from their mistakes and problem. If they solved a to become comfortable
understand what they do problem in a unique way advocating for
not know strongly yet. and showed their depth themselves and for
Assignments that are of understanding, I make reaching out to me for
graded are input sure to highlight that and help on their own (and
Evidence immediately into the praise their good work. If not having their parent
grade book so students a student got a question reach out on their behalf).
and parents can see their wrong but provided some I remind my students
progress in their class. correct steps in their daily that I will not know
Announcements are also work, I will make sure to that they are struggling or
given online via the class let them know what parts that they need help unless
Canvas page so that they did correctly and they tell me (whether that
parents and students what they could have is verbally, in an email, or
know upcoming due done to expand on their in the reflection of our
dates, deadlines, etc. I work to arrive at the daily “Check-Up”
also make known my correct answer. This assessment). I also
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

office hours so that feedback gives my remind my students to
parents and students can students information on check their email and
always reach me if they their strengths and their Aeries gradebook
have any weaknesses for a multiple times a week so
questions/concerns particular that they do not miss any
regarding my class. topic/unit/concept, thus important updates
9/22/2019 supporting their learning regarding our class.
in my class. 5/2/20 These constant reminders
hopefully help my
We utilize Aeries for our students develop good
online grade book habits, and help them
system. Within Aeries, I become self-advocating
make sure to leave individuals. 4/11/21
comments for each
assignment so that
students and parents
know why they received
the score that they did.
We also utilize Canvas as
our online Learning
Management System.
When students turn in
assignments to Canvas, I
make sure to provide
them with the same
feedback I would on
assessments (detailed
above) but also leave a
comment under their
grade. This comment
gets emailed to both the
student and their
parent/guardian, so that
they stay informed as to
how they are performing
in my class. 5/2/20

Every time I give my

students an assessment, I
get their results and
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

feedback to them the
same day. Students and
parents can log on to our
online grading portal
Aeries to see their
assessment score and to
see any overall comments
I had on their assessment.
When students return to
class, I hand back their
paper assessment so they
can see individual
comments I gave on each
problem. This helps my
students understand
exactly where they
missed points and what
they could have done to
answer a problem
correctly. 11/8/20

I try to send out updated

grade reports to families
once every two weeks.
This keeps my students
and their families
informed on how they are
doing in my class. I also
communicate regularly
with the students’
families who have a D or
F in my class, an give
feedback on how they can
improve their grade in
my class. This allows
students to work
throughout the semester
to get their grade up to
where they want it to be,
rather than reaching out
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

to me at the end of the
term to see what they can
do to improve their
grade. 11/8/20