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
assessments. and summative
assessments.
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5.1 Applying
knowledge of the
Begins to identify specific
purposes,
characteristics of
characteristics, and
assessments that yield
uses of different
different types of
types of assessments
information about
student preparedness,
progress, and proficiency.
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Applying Integrating Innovating
Decides on the purpose Develops and adapts the Demonstrates purposeful
for assessment and skills range of appropriate use of a wide range of
to be assessed to select assessments to address assessments to support
appropriately matches questions about students’ differentiated student
pre-, formative and learning needs and learning needs and reflect
summative assessments. progress. progress.
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Draws flexibility from a
Selects assessments Integrates a variety of repertoire of appropriate
based on clear characteristics into assessment options and
understanding of the assessments to allow characteristics to
purposes and students with a ranges of maximize student
characteristics of learning needs to demonstration of
assessments to support demonstrate what they knowledge.
student learning. know.
12/6/20 4/30/21
CSTP 5: Assessing Students for Learning
I constantly check for “My Life as a Viking” Thirteen Colonies
understanding using booklet. I created this Assessment Choice
several strategies during booklet before the start of 1. Thirteen Colonies
my lessons. I also give our history Viking unit. I Assessment Choice
formative assessments at made sure that the 2. Students were given a
the end of units and in questions appropriately choice in how they
writing. I analyze the assessed the objectives of wanted to show mastery
scoring assessments from the unit. of their knowledge to
Newsela (online reading 12/6/20 accommodate for their
program) in order to diverse needs.
guide my instruction. In 4/30/21
addition, I use the data
received from WRAP
testing to guide my
instruction.
7/18/20

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
Follows required 7/18/20 on student learning. collect ongoing
5.2 Collecting and processes for data Make adjustments in 12/6/20 4/30/21 assessment data
analyzing analysis and draws planning for single appropriate for the range
assessment data conclusions about lessons or sequence of Uses analysis of a variety Uses data analysis of a of learner needs.
from a variety of student learning lessons based on analysis of data to inform broad range of
sources to inform of assessment data. planning and assessments to provide Uses results of ongoing
instruction. differentiation of comprehensive data analysis to plan and
instruction. information to guide differentiate instruction
7/18/20 planning and for maximum academic
12/6/20 differentiation of success.
instruction.
4/30/21
CSTP 5: Assessing Students for Learning
I use multiple sources of Students complete
information to inform my independent work in
understanding of student math for every new
progress toward meeting lesson they learn, serving
learning goals such as as an informal
essays, teacher made assessment. After taking
tests, teacher observation math tests, I analyze the
of student interactions, data to see which skills
student work analysis, students still need
and performance tasks. I practice with. After re
reflect on the success of teaching those particular
my lessons so that I can skills, I give another test
make improvements in that was very similar to
the future. the first one I gave to see
7/18/20 their progress and
determine next steps.
Pollyanna Novel Study. I 4/30/21
use this as an informal
assessment to check my
students’ reading
comprehension and other
literacy skills such as
identifying character
traits.
12/6/20
Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
available assessment data additional assessment variety of data on student broad range of data work and fosters
5.3 Reviewing data, as required by site and data individually and learning individually and individually and with colleagues ability to
both individually and district processes. with colleagues and with colleagues to colleagues to analyze identify and address
with colleagues, to identifies learning needs identify trends and student thinking and causes for achievement
monitor student of individual students. patterns among groups of identify underlying patterns and trends.
learning students. causes for trends.
7/18/20 12/6/20
4/30/21
CSTP 5: Assessing Students for Learning
I meet with the other My grade level partner
third grade teacher on a and I meet to analyze
weekly basis to discuss students’ math tests to
the progress of our try to find any areas
students and determine where all students are
learning goals that are struggling. We then
appropriate for them discuss possible
based on their current underlying causes for
knowledge. I analyze data these trends, and ways to
received from school prevent this from
wide assessments in happening in the future.
depth with other 12/6/20
colleagues to monitor 4/30/21
student learning as well.
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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
5.4 Using assessment site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
data to establish learning goals for the goals for class and content and academic language that are learning goals for content
learning goals and to class. individual students in language. integrated across content and academic language
plan, differentiate, single lessons or 12/6/20 standards for individuals for the fill range of
and modify sequences of lessons. 4/30/21 and groups. students.
instruction Plans instruction using 7/18/20
available curriculum Plans differentiated Uses data systematically
guidelines. Plans adjustments in Plans differentiated instruction targeted to to refine planning,
CSTP 5: Assessing Students for Learning
instruction to address lessons and modifications meet individual and differentiate instruction,
learning needs of to instruction to meet group learning needs. and make ongoing
individual students. students’ diverse learning adjustments to match the
7/18/20 needs. Modifies lessons during evolving learning needs
12/6/20 instruction based on of individuals and groups.
4/30/21 informal assessments.
I update my learning Show Not Tell Writing
goals based on periodic Activity. This short
assessment of student writing assignment helps
progress. A lot of me to set student
assessments incorporate learning goals for
questions that ask the descriptive writing.
students to demonstrate 12/6/20
their knowledge and 4/30/21
skills by applying it to
real-world situations. I
group my students for
targeted instruction.
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5.5 Involving all Informs students about Begins to encourage Models and scaffolds Implements structures Provides systematic
students in self- learning objectives, students to establish student self-assessment for students to self-assess opportunities for student
assessment, goal- outcomes, and learning goals through and goal setting and set learning goals self-assessment, goal
setting, and progress summative assessment single lessons or processes for learning related to content, setting, and progress
monitoring results. Recognizes the sequence of lessons that content and academic academic language, and monitoring.
need for individual include goal setting language development. individual skills.
learning goals. exercises. 4/30/21 Develops students’ meta-
7/18/20 Integrates student self- cognitive skills for
Monitors progress using 12/6/20 Guides students to assessment, goal setting, analyzing progress and
available tools for monitor and reflect on and progress monitoring refining goals towards
recording. Provides students with progress on a regular across the curriculum. high levels of academic
opportunities in single basis. achievement.
CSTP 5: Assessing Students for Learning
lessons or sequence of 4/30/21
lessons to monitor their
own progress toward
class or individual goals.
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12/6/20
I provide students with On certain assignments, I
goal setting worksheets will have students rate
throughout the year so themselves on how they
that they can take the think they did. A red
time to reflect on where mark means they didn’t
they think they need do well and are confused,
improvement. The a yellow mark means
students must write they feel okay about their
down steps they will take work, but there is still
to achieve whatever goal room for improvement,
they set for themselves. and a green mark means
They monitor their they think they did very
progress to see what well.
progress they have made 4/30/21
at certain times.
7/18/20

Show Not Tell Writing

Activity. This short
writing assignment helps
me to set student
learning goals for
descriptive writing.
12/6/20

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,
5.6 Using available assessments, determine implement individual assessments, record and development, implement, and analyze
technologies to assist proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and provides
in assessment, make required results, and communicate communicate about of assessments, and for an in depth and
analysis, and communications about with administration, student learning with communication of ongoing communication
communication of student learning. colleagues, and families administration, student learning to all regarding student
student learning about student learning. colleagues, families, and audiences. learning to all audiences.
students. Ensure that 12/6/20
communications are 4/30/21
CSTP 5: Assessing Students for Learning
received by those who
lack access to technology.
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I communicate Information Writing
information about Assignment. Students
academic progress to had to conduct research
students and their in order to write their
families through grades, informational writing
report cards, parent assignment on an
teacher conferences, endangered species. They
rubrics, written had to write their
comments on individual research findings into a
pieces of student work google doc.
and test scores. I also 12/6/20
send home weekly class 4/30/21
newsletters that include
the student’s homework
for the week, any
important events coming
up, or any updates. I
regularly am in email and
phone correspondence
with parents as well.
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5.7 Using assessment Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
information to share feedback through additional feedback clear and timely sharing of leadership in seeking and
timely and assessed work and based on formative information about comprehensible feedback using ongoing
comprehensible required summative assessments from single strengths, needs, and to students from formal comprehensible
feedback with assessments. lessons or sequence of strategies for improving and informal assessments communications about
students and their lessons. Seeks to provide academic achievement. in ways that support individual student
families Notifies families of feedback in ways that increased learning. progress and ways to
student proficiencies, students understand. Provides opportunities 12/6/20 provide and monitor
challenges, and behavior for comprehensible and 4/30/21 support.
issues through school Communicates with timely two-way
mandated procedures. families about student communications with Communicates regularly
progress, strengths, and families to share student with families to share a
needs at reporting assessments, progress, range of assessment
CSTP 5: Assessing Students for Learning
periods. Contacts families raise issues and/or information that is
as needs arise regarding concerns, and guide comprehensible and
struggling students or family support. responsive to individual
behavior issues. 7/18/20 student and family needs.
12/6/20
4/30/21
I ensure that students I send home a Friday
and their families Folder to students and
understand the families every Friday
classroom expectations with graded tests and
and learning goals. I send other student work to
home beginning of the keep them informed on
year notices (welcome their progress.
letter, all about the school 12/6/20
curriculum, etc.). I also 4/30/21
send home weekly class
newsletters that have
homework instructions
for the week and any
important notes for
parents. Report cards are
sent home three times a
year in addition to me
regularly emailing
parents with updates.
7/18/20