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.
Assessments are selected
during the lesson planning
stage. This is because I try
to create assessments that
are meaningful to the
students and the learning
material. For instance, with
ELA, if we are doing a
novel study, I’ll provide
students different projects
to choose from to show
their understanding of the
material. They can create a
book report, film
themselves interviewing a
character, create a show, or
create something of their
own to show their
comprehension. 11/20/19
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.
For their cultural report,
students were required to
conduct research regarding
their ethnic heritage. To
demonstrate their learning,
students were given various
tasks, including a written
report, an oral presentation,
and a video segment.
The written
report allowed students
who are stronger at
demonstrating their
newfound knowledge
via writing to excel, while
those stronger with verbal
presentation were also
given the
opportunity. 12/10/20
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.
Through informal
assessments and formal
assessments, such as
quizzes, tests, District-
backed assessments, I can
better understand my
students’ needs. I also
provide a range of ways for
students to display their
knowledge, such as through
written means, slides, and
visual presentations.
4/30/21
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.
Informal assessments are
often used throughout
instruction, and formal
assessments are given at the
end of the learning
material. Formal
assessments are provided in
varying forms - quizzes,
chapter tests, group or
individual projects - so as
to accommodate different
ways of showing
comprehension. From there,
I can plan future lesson
plans and see what works
best for my students in
terms of their success with
the material. 11/20/19
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.
With ELA, students are
given formal reading
assessments through
technology-based tools,
such as STAR Assessment
and iReady, and informal
assessments through exit
quizzes on novel studies.
After gathering data from
both assessments, I then
pinpoint specific standards
or content that need to be
more focused on, and
provide instruction based
on that. 12/10/20
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 refer to quiz/test and in-
class assignment grades to
plan for upcoming lessons
and instruction. I also
create small groups based
on needs, usually pairing a
few successful students
with those that need
additional support. 4/30/21
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
Reviews and monitors Reviews and monitors Reviews and monitors a
5.3 Reviewing data, available assessment data additional assessment data variety of data on student
both individually and as required by site and individually and with learning individually and
with colleagues, to district processes. colleagues and identifies with colleagues to identify
monitor student learning needs of individual trends and patterns among
learning students. groups of students.
Student learning is often
discussed with my 3rd
grade team to understand if
strengths or challenges are
common across the board,
or if they are particular to
one class. From there, we’ll
discuss alternative lesson
plans and ideas to further
support student learning.
This is often discussed
during PLC or informally in
passing. 11/20/19
Integrating Innovating
Reviews and monitors a Facilitates collaborative
broad range of data work and fosters colleagues
individually and with ability to identify and
colleagues to analyze address causes for
student thinking and achievement patterns and
identify underlying causes trends.
for trends.
My 3rd grade partner and I
often discuss results from
formative and summative
assessments to better
understand where
discrepancies may appear
in terms of the lesson
taught and student
comprehension. If results
from both of our class
correlate, then we will
devise a new plan on how
to teach the content
standards. In addition, we
will create games and
activities that we can play
with our small groups so
that students are given
support and the opportunity
to continue practicing the
learning standards.
12/10/20
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.
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.
I base learning goals for
each of my students
depending on their needs or
challenges. Having the data
allows me to differentiate
not only my instruction, but
learning goals, as well. For
instance, I will alter the
amount of AR quizzes each
student should complete
every trimester depending
on their strength with
reading. Additionally, I will
modify lesson plans
depending on my students
success with the material in
that moment. Informal
check ins are used
throughout the lesson to
gain insight in their
comprehension. 11/20/19
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.
Informs parents of data
results in order to set
learning goals for those
specific students. In doing
so, parents are able to
provide necessary support
for their child and help
them achieve their updated
learning goal. 12/10/20
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Informs students about Begins to encourage Models and scaffolds Implements structures for Provides systematic
learning objectives, students to establish student self-assessment and students to self-assess and opportunities for student
outcomes, and summative learning goals through goal setting processes for set learning goals related to self-assessment, goal
assessment results. single lessons or sequence learning content and content, academic setting, and progress
5.5 Involving all Recognizes the need for of lessons that include goal academic language language, and individual monitoring.
students in self- individual learning goals. setting exercises. development. skills.
assessment, goal- Develops students’ meta-
setting, and progress Monitors progress using Provides students with Guides students to monitor Integrates student self- cognitive skills for
monitoring available tools for opportunities in single and reflect on progress on a assessment, goal setting, analyzing progress and
recording. lessons or sequence of regular basis. and progress monitoring refining goals towards high
lessons to monitor their across the curriculum. levels of academic
own progress toward class achievement.
or individual goals.

My weekly reflections Students continue to engage

provide students the
opportunity to self assess in
their learning development
on a weekly basis.
Additionally, I will have
conferences with them
individually, especially for
writing, to discuss their
success or challenges with
the material. Their weekly
goal setting allows me to
understand what they
would like to improve
upon, as well as keep them
accountable to achieve their
goals. 11/20/19
in a weekly reflection and
rate themselves based on
their academic and social
behavior during the week.
In addition, they set goals
for themselves in each
subject area and reflect on
whether they were able to
achieve their goals from the
previous week. They then
think about the steps they
need to take in order to
achieve those goals.
12/10/20
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.

Various technological tools With Covid, I heavily relied

- Class Dojo, Remind, on Google Forms to
Google Classroom, email - develop assessments and
are used to share student assignments. I also
learning to students and incorporated Google
parents alike. When Classroom and Gmail to
assessing and monitoring provide feedback to
student learning, different students and parents.
resources are utilized, as 4/30/21
well. For instance, Google
Forms, Splash Math,
iReady, STAR, and
FlipGrid have all been used
to assess student learning.
11/20/19
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Provides students with Provides students with Provides students with clear
feedback through assessed additional feedback based and timely information
work and required on formative assessments about strengths, needs, and
summative assessments. from single lessons or strategies for improving
sequence of lessons. Seeks academic achievement.
5.7 Using assessment Notifies families of student to provide feedback in ways
information to share proficiencies, challenges, that students understand. Provides opportunities for
timely and and behavior issues through comprehensible and timely
comprehensible school mandated Communicates with two-way communications
feedback with students procedures. families about student with families to share
and their families progress, strengths, and student assessments,
needs at reporting periods. progress, raise issues and/or
Contacts families as needs concerns, and guide family
arise regarding struggling support.
students or behavior issues.
Through their weekly
reflection, students know
what their strengths were
for the week as well as how
they can improve the
following week. This is
communicated to parents
immediately, as it is
required to be signed by
them and returned the
following Monday.
Additionally, conferences
are set up and IIP’s are put
into place when deemed
appropriate if a student is
having difficulty in class.
11/20/19
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.
Assessments - formative
and summative - are given
primarily through Google
Forms. After they have
been graded by me, the
results are sent back to
them via Google Mail so
that students and parents
can view the results of each
assessment. Additionally,
comments and feedback are
provided for missed
questions on the
assessments. Thus, students
and parents are provided
information on how the
student can improve.
12/10/20