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
formative and summative pre-assessment,
assessments. formative and summative
assessments. 9/26/19
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.
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. 5/7/20 progress.
Selects assessments Integrates a variety of Draws flexibility from a
based on clear characteristics into repertoire of appropriate
understanding of the assessments to allow assessment options and
purposes and students with a range of characteristics to
characteristics of learning needs to maximize student
assessments to support demonstrate what they demonstration of
student learning. know. 5/7/20 knowledge. 11/29/20,
9/26/19 4/29/21
CSTP 5: Assessing Students for Learning
I strive to assess my I actually create I feel all my assessments One of the biggest areas
students in a number of assessments first and are appropriate for my of growth I have noticed
ways. I will monitor my then build my lessons to students' learning needs. is my approach to
students’ progress support successful I refer to our department assessments. When I first
(checking of individual completion of that scope and sequence to started teaching
assignments, exit slips, assessment. I believe prepare my students for assessments to me were
class discussions) and backwards planning the following year as well mostly quizzes/tests and
determine if an ensures that my as current data to support essays. Now I have a full
assessment or practice is assessments are geared them where they repertoire of authentic
needed. I will use tests, toward specific learning currently are. My units assessment that I use.
writing exams, and group goals that I express have a variety of The storyboard project
projects to assess throughout the unit. assessments that allow that I assigned is an
students. I wish to 9/26/19 students to succeed no example of this. That
expand and vary these in matter what their assignment still required
the future. 9/26/19 learning styles or needs what I would ask for in an
are. In my first unit this essay (analysis of a
semester students had a literary theme) but
choice to write an essay, allowed them a different
create a podcast, perform way to demonstrate their
a skit, create a comic learning. I also use
strip, or make a short socratic seminars,
movie to demonstrate podcasts, reenactments
learning. 5/7/20 or reimagining of scenes,
and other creative
projects to assess
learning. I want to give all
students and learning
styles opportunities to
shine and show that they
have achieved their
learning goals. By using
more creative projects
like the storyboard
assignment, I believe that
I am now doing that.
11/29/2020
I continue to draw upon a
wide range of
assessments to use in my
classroom. I offer
students multiple ways to
CSTP 5: Assessing Students for Learning
demonstrate learning:
fictional journal entries,
songs, creative projects,
podcasts, reenactments,
and others. In addition I
use formative and
summative assessments
throughout the year to
gauage and evaluate the
learning of my students.
4/29/21
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
Follows required 9/26/19 on student learning. ongoing assessment data
5.2 Collecting and
processes for data Make adjustments in 5/7/20 appropriate for the range
analyzing
analysis and draws planning for single Uses analysis of a variety of learner needs.
assessment data
conclusions about student lessons or sequence of of data to inform planning Uses data analysis of a
from a variety of
learning lessons based on analysis and differentiation of broad range of Uses results of ongoing
sources to inform
of assessment data. instruction. assessments to provide data analysis to plan and
instruction.
9/26/19 comprehensive differentiate instruction
information to guide for maximum academic
planning and success. 11/29/2020
differentiation of
instruction. 5/7/20
CSTP 5: Assessing Students for Learning
I actually struggled with I assess students formally
my rating on this category and informally
because I do use data to throughout a unit and
inform my instruction. lesson. Some of my
However I’m not sure I formal methods will be an
use a “variety” when I’m exit ticket, kahoot poll, or
lesson planning. The data question posed on Google
I usually look at is the classroom. This will
most previous usually give me
assessment. 9/26/19 immediate feedback I can
use to adjust my lessons.
Quizzes and tests help me
understand to what
degree they are learning
the curriculum. Informal
ways I collect data include
class and individual
conversations with
students. I also check on
my students guided
practice and group work
to gauge their 9/26/19
When I design units and
the lessons with, I use
backward planning. I
start with the assessment
and build backward a
plan that will get students
to the learning goal.
Formal and informal
assessments are a critical
piece of this process.
Most of my units have a
writing assessment and
my assessments
throughout the unit are
geared to letting me know
if students will be able to
complete the final
assessment. In my
previous writing unit we
did a quick write that had
students produce a claim
and be able to articulate
support for their claim
(informal assessment).
Later in the unit my
students wrote an
argumentative paragraph
where I assessed the
written claims.
Assessments also show
me how I need to
differentiate my lessons.
In my most recent
argumentative unit, I did
an informal assessment of
writing a counterclaim. I
noticed that some
students struggled with
the concept so I grouped
them up the next day and
I continually assess
students, both formally
and informally, to drive
my instructions. I make
strategic choices based on
the data that I receive
from the data: either to
continue or to reteach
concepts. I take a step
further to look at what
steps/places in the
learning processes that
may need improvement.
Sometimes students need
more independent
practice or may need
more practice with peers.
Whatever my students
need, I plan for that based
on the data that I receive.
11/29/2020
I continue to implement
various types of
assessments throughout
my units to gain the
appropriate data to see if
my students are
progressing or need to be
retaught the material. For
example, in my writing
units I break down the
writing process, collect
data on each of the major
parts of a
paragraph/essay and
assess students’ progress
in each step. I make the
decision to either revisit a
concept or continue
CSTP 5: Assessing Students for Learning
had them write a based on the data I gather.
counterclaim as a group. 4/29/21
Having time to discuss
with other students
allowed the students who
struggled the opportunity
to show they mastered
the lesson’s objectives.
5/7/20
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 with learning individually and individually and with colleagues ability to
both individually and
district processes. colleagues and identifies with colleagues to colleagues to analyze identify and address
with colleagues, to
learning needs of identify trends and student thinking and causes for achievement
monitor student
individual students. patterns among groups of identify underlying patterns and trends.
learning
9/26/19 students. 5/7/20 causes for trends.
11/29/2020
CSTP 5: Assessing Students for Learning
I review and discuss data I actively seek out I continue to work with I take opportunities to
(assessments, standards opportunities to colleagues to discuss data gather my colleagues to
trackers) with colleagues collaborate with and plan with my peers to discuss assessment data
regularly. Later this colleagues to review data address the needs of my on a regular basis. Even
semester all freshmen to review trends and students. I actively work though we meet at the
teachers will be meeting patterns within our with other teachers of my beginning, middle, and at
to go over our first student population. At classes to collaborate on the end of the year to
writing assessment and the beginning, middle, assignments, discuss benchmark data, I
discuss the data that we and end of the year all assessments, and ways to often meet with grade
received. In addition, I freshmen English assist our students. For level colleagues to go
consult with sophomore teachers meet to discuss example during remote further in depth on our
level teachers to prepare what we are noticing in learning I was in constant specific needs. For
them for next year’s our classes. We take that contact with my fellow AP example, my freshmen
expectations. I regularly analysis of our data to teacher on how to struggled this year with
consult with fellow inform our current or adapt/respond to the determining the main
colleagues on how to best future instruction. This challenges of adapting the idea of a text and after
address the needs of my year we noticed that AP curriculum for a speaking with colleagues
students. 9/26/19 students struggle with the virtual environment. who had the same results,
integration and 11/29/2020 we came up with
explanation of evidence. strategies and plans to
Another example is when help students in this area.
we as a department 4/29/21
looked at our
standardized test scores
and noticed that our
Latino population’s
reading scores are going
down. We are working on
a solution to try to
improve this population’s
reading scores. 5/7/20
CSTP 5: Assessing Students for Learning
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. 5/7/20 integrated across content and academic language
single lessons or standards for individuals for the fill range of
5.4 Using assessment
sequences of lessons. and groups. students.
data to establish
Plans instruction using Plans differentiated
learning goals and to
available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
plan, differentiate,
guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
and modify
learning needs of students’ diverse learning meet individual and differentiate instruction,
instruction
individual students. needs. 5/7/20 group learning needs. and make ongoing
adjustments to match the
Modifies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments. 4/29/21
11/29/2020
I review student’s, CELDT, I use a variety of I use a variety of I believe an essential part
IEP/504, Nelson-Denny, assessment data to assessment data to drive of the data collection
Beginning/Middle/End of inform me of the learning instruction. Even though process is actually doing
the Year Benchmark, needs of my students. I I have set goals in mind, something about it. I
Smarter Balance, and/or use informal assessments they are modified and often look back at my
any other testing (class discussions, one on built around the needs of assessment data and see
information we have to one conversations) as my students that I learn what trends I see. I’m
create goals for class and well as formal from the data that I grateful that our
individual goals. I also assessments (tests, collect. I now do a much benchmark assessment
use keep in mind the quizzes, essays, more judicious job at data can be broken down
assessments they will be classwork) and other data using multiple forms of into certain populations
taking and I take (benchmarks, CELDT). assessment to gather data so I know how the various
appropriate steps to Reviewing this data gives from. I also make sure to demographics are
support them in those me a clearer picture of the modify assessments to performing.
assessments. 9/26/19 learning needs of my the many learning needs
students. of my students. For With this data, and the
Whenever the data I have example, I recently had data that I collect
reveals I need to make I also am aware of the my journalism students throughout the semester,
adjustments, I will change diverse learning needs of write a review of a local I can make better lesson
my lesson plans to my students and modify restaurant. I made sure plans to target the needs
address the areas that when necessary. For to provide a model as an of my students. Another
need reteaching or more example, I use different example that need I found that my
practice. 9/26/19 lexile level texts in my demonstrates the desired freshmen needed this
class so that every learning outcomes. I also year is to review
CSTP 5: Assessing Students for Learning
student has an used cooperative learning capitalization and
appropriate reading level to assist each other in the punctuation rules. I was
text. 5/7/20 writing process. Finally able to squeeze in some
we ended with a writing review of capitalization
workshop that had and punctuation in our
students choose from an writing units to cover
area that they wanted to those needs. 4/29/21
focus on to improve their
final draft. 11/29/2020
Informs students about Begins to encourage Models and scaffolds Implements structures for Provides systematic
learning objectives, students to establish student self-assessment 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. 5/7/20 individual skills.
students in
9/26/19 exercises. Develops students’
self-assessment,
Guides students to Integrates student meta-cognitive skills for
goal-setting, and
Monitors progress using Provides students with monitor and reflect on self-assessment, goal analyzing progress and
progress monitoring
available tools for opportunities in single progress on a regular setting, and progress refining goals towards
recording. 9/26/19 lessons or sequence of basis. 5/7/20 monitoring across the high levels of academic
lessons to monitor their curriculum. 11/29/2020 achievement. 4/29/21
own progress toward
class or individual goals.
CSTP 5: Assessing Students for Learning
Every unit and every day I
express to my students of
that day’s and lessons
goals. I always explain
how the learning of that
day will connect to short
term and long term goals.
I do however should
encourage students to be
a more active participant
in their learning
experience and create
their own goals. 9/26/19
I do monitor my student’s
progress, but I should
create ways to share all of
my data with students so
that they can also become
more involved in their
learning experience
9/26/19
I recently began to
demonstrate to my
students how to
self-assess and set goals
as a part of their learning.
I use models to show
students what different
levels of achievement
look like. I make sure to
align language of the goal
sheet and rubric to the
standards they are
assessing.
We go through the
self-monitoring process
to understand where
students strengths and
weaknesses are, and how
to maintain strengths and
improve weaknesses.
Now students are
expected to keep a goal
sheet for every writing
task, self-monitor, and
turn those materials in
with their final written
product. 5/7/20
Self assessment and goal I begin every unit by
setting is now a regular asking students to rate
feature of my classroom. their proficiencies in the
My students begin every areas that will be
unit assessing their assessed. Students look
knowledge on content, back at their results and
vocabulary, and skills. reflect on their
They also have growth/change
opportunities to revisit throughout the unit. I also
and revise their use writing portfolios for
assessments as they students to track their
progress through a unit. writing progress.
For example, when it Students will write a
comes to writing my reflection at the end of
students constantly look each semester detailing
back at their previous how/why their writing
drafts and reflect on how has changed and how
well they achieved the they wish to overcome
learning goal. This makes any challenges. 4/29/21
them more aware of their
own
strengths/weaknesses
and helps them better
prepare for the next
writing assessment.
11/29/2020
CSTP 5: Assessing Students for Learning
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
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. 5/7/20 learning to all audiences
student learning 9/26/19 students. Ensure that 11/28/2020.
communications are
received by those who
lack access to technology.

I use Pearson Realize, Technology plays a large
Google Classroom, Aeries, role in all stages of my
and Illuminate to record lesson planning. I use
and analyze the data I Planbook as my lesson
receive. Once I review my planner, post all materials
data I will communicate to Google Classroom, use
with administrators, our online textbook
colleagues, and families platforms or Google forms
about student learning. I to collect data, and
know I should find ways communicate information
to make this information with all audiences with
more accessible to email, phone calls, Google
students. 9/26/19 Classroom, Flipgrid,
Screencasts, or any other
method in my toolbox.
5/7/20
My current enrollment in
the CSUF induction
program has introduced
me to a number of
technological resources
that I now use in my
classroom. I use google
forms, Flipgrid, Peardeck,
Kahoot, Quizlet,
Storyboard that, among
others to assess my
students. I also use
Aeries, Google Classroom
summaries, and regular
contact via email to
communicate with the
families of my students.
11/29/2020
I continue to use
technology as a method of
assessment. I began
using noredink which is a
self guided resource that
lets students track their
progress in grammar and
writing. I also use
CommonLit which also
tracks the progress of
CSTP 5: Assessing Students for Learning
literature and
informational texts
standards. Students and
parents can see this data
at any time. If a student is
struggling I will share it
with families and use it as
a basis to offer a plan to
remediate the students
grade. 4/29/21
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
assessments. sequence of lessons. strategies for improving and informal assessments communications about
5.7 Using assessment Seeks to provide feedback academic achievement. in ways that support individual student
information to share Notifies families of in ways that students 5/7/20 increased learning. progress and ways to
timely and student proficiencies, understand. 9/29/19 provide and monitor
comprehensible challenges, and behavior Provides opportunities Communicates regularly support.
feedback with issues through school Communicates with for comprehensible and with families to share a
students and their mandated procedures. families about student timely two-way range of assessment
families progress, strengths, and communications with information that is
needs at reporting families to share student comprehensible and
periods. Contacts families assessments, progress, responsive to individual
as needs arise regarding raise issues and/or student and family needs.
struggling students or concerns, and guide 11/29/2020
behavior issues. 9/29/19 family support. 5/7/20
CSTP 5: Assessing Students for Learning
Giving students feedback Sharing feedback in a I teach students strategies
Students receive feedback is a major component in timely manner with and provide resources for
in a variety of ways. On my classroom. I give students and their students to seek and use
writing assignments I will informal feedback during families is an integral part the feedback that was
leave written feedback on class discussions and of the learning process. I given to them. I
their papers on how to lessons and formal ensure that I do so that conference and check in
improve their writing. On feedback on tests and helps students learn from with my students several
tests and quizzes, I will essays. I make sure to their mistakes, times throughout a unit
review the material with praise what students do understand what they did (especially the ones that
the class and answer any well, explain what they well in order for them to need extra support) to
questions students may did well, and give them succeed for the next discuss feedback.
have on any single strategies to improve. assessment. Now that my Students also fill out my
question. classroom is entirely support form to make
Communication with paperless, all feedback is appointments with me
At reporting times, I make students and their centrally located on my outside of regular class
sure to put both positive parents are also Google classroom when I time. 4/29/21
and constructive important to me as I use return assignments. I
comments on report any resource I have to also give informal
cards. I will call/email give important feedback to students
the parents of any student information in a timely when they are working
who has a F, D, or low C. manner. For families I independently or in
9/29/19 tend to either call or groups. I even have
email. With students I conversations with
will text them using parents/guardians on
remind, make a feedback to explain why
screencast, or make a their child received the
Flipgrid video for them grade they did and how
5/7/20. they can support the
student. 11/29/2020