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.
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. progress.
7/18/2020.
Integrates a variety of Draws flexibility from a
Selects assessments characteristics into repertoire of appropriate
based on clear assessments to allow assessment options and
understanding of the students with a ranges of characteristics to
purposes and learning needs to maximize student
characteristics of demonstrate what they demonstration of
assessments to support know. 12/6/2020 knowledge.
student learning.
CSTP 5: Assessing Students for Learning
I try to assess students In math this year I have
based on the skills that been able to create and
we learned in that unit. I adapt my own
create/find summative assessments for the
assessments that will students. I have created
show student Google Forms and Google
understanding. In math, I Slides that allow students
probably rely too much to show and express their
on the book tests and understanding based on
should be making more the content we covered.
modifications that meet My own assessments have
what students actually focused a little less on
learned and were taught multiple choice and more
in the unit. 7/18/2020 on open ended questions
where students are asked
to analyze and explain.
12/6/2020

I have used project based

assessments this year for
students to demonstrate
knowledge. After we read
the book A Single Shard,
students were assessed
on theme, symbols,
characterization and key
events. Students had to
create a puzzle game and
connection pieces to
demonstrate their
knowledge. This allowed
for both artwork and
content knowledge.
5/6/21.
CSTP 5: Assessing Students for Learning
Use data from required Explores collecting
assessments to assess additional data using
student learning. supplemental
assessments.
5.2 Collecting and Follows required
analyzing processes for data Make adjustments in
assessment data analysis and draws planning for single
from a variety of conclusions about student lessons or sequence of
sources to inform learning lessons based on analysis
instruction. of assessment data
7/18/2020.
In writing, I use a lot of
editing both from the
teacher and other
students. I believe this is a
way for me to collect data
and instruct personally
on what students need to
address. I will at times
use exit slips to help
check for understanding.
7/18/2020
Collects a variety of Designs and integrates an Infuses assessments
formal and informal assessment plan that strategically and
assessment data on provides formal and systematically throughout
student learning. informal assessment data instruction to collect
on student learning. ongoing assessment data
Uses analysis of a variety appropriate for the range
of data to inform planning Uses data analysis of a of learner needs.
and differentiation of broad range of
instruction. 12/6/2020 assessments to provide Uses results of ongoing
comprehensive data analysis to plan and
information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction.
I collect data through
multiple outlets. We use
homework assignments,
informat assessments
such as exit slips and
discussion questions, and
writing assignments to
dictate and plan our
instruction. Students are
using a lot of google
classroom and I can see
their assignments
through the docs and
slides I create for them.
This allows me to pull
students aside in
breakout rooms and have
discussions based on
quality and
understanding of content.
12/6/2020
I use data for different
outlets to assess students
and guide my instruction.
I have relied heavily on
Google Forms this year to
CSTP 5: Assessing Students for Learning
do my assessments. I
want to try to keep
incorporating multiple
ways to have students
display their knowledge. I
recently had students give
1 minute speeches on
their national parks key
preservation reasons.
5/6/21.
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 with learning individually and individually and with colleagues ability to
with colleagues, to district processes. colleagues and identifies with colleagues to colleagues to analyze identify and address
monitor student learning needs of identify trends and student thinking and causes for achievement
learning individual students. patterns among groups of identify underlying patterns and trends.
students. 7/18/2020 causes for trends.
CSTP 5: Assessing Students for Learning
As a sixth grade team, we One thing that we have
do spend time looking at done more this year as a
student data. We focus 6th grade staff is looking
more on math. We use at math scores and
this time to ask for lessons. We are trying to
strategies of how certain create more real life
content was taught. problems that students
Reteaching materials are are able to relate and
also shared. We probably correlate with. We found
do not do this enough. It a great resource that uses
typically happens problems such as
whenever we have traveling, gas prices, etc
available PLC time. I think and brings 6th grade
this is helpful for me math standards into it.
because I get to learn This has been fruitful and
from the other more it was based on us
experienced teachers but meeting and seeing a
also identify struggle need that students were
areas. I need to have missing concepts and
better follow up plans. trying new strategies.
7/18/2020 5/6/21.
This year we still have
focused a lot on math. We
spend meetings together
reviewing student
homework and
assessments. We focus on
questions that were
difficult and try to find
ways to present them
more clearly to students.
We also made small steps
in writing. We have been
discussing different
strategies for teaching
introductions and
conclusions. This has
been helpful for strategies
for the students to
CSTP 5: Assessing Students for Learning
enhance their writing.
12/6/2020
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. 12/6/2020 group learning needs. and make ongoing
7/18/2020 adjustments to match the
Modifies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments.
When assessing I believe I have grouped students
I modify for the students in math and take different
that are having a harder groups into breakout
time with the rooms to discuss and
information. Something I review problems. We also
want to improve is do certain practice
providing more problems together on
challenging assessments whiteboards. This gives
for my GATE and higher me an opportunity to
achieving students. I either give higher
think differentiating on problems to my excelling
both sides is important students or review the
and not something I have fundamentals with
focused on. 7/18/2020 students that seem to be
struggling with a concept.
Students move to
different groups and it is
very fluid. 12/6/2020

One way that I have been

able to differentiate
instruction this year is
through projects. We are
CSTP 5: Assessing Students for Learning
allowing some students to
extend their learning by
going into more depth on
a topic and present it to
the class. For example, I
had a few students create
an infographic on
different types of volcanic
lava. This was an
extension project that
allowed more content.
5/6/21.
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. individual skills.
students in
exercises. Develops students’
self-assessment,
Monitors progress using Guides students to Integrates student meta-cognitive skills for
goal-setting, and
available tools for Provides students with monitor and reflect on self-assessment, goal analyzing progress and
progress monitoring
recording. opportunities in single progress on a regular setting, and progress refining goals towards
lessons or sequence of basis. 7/18/2020 monitoring across the high levels of academic
lessons to monitor their curriculum. 12/6/2020 achievement.
own progress toward
class or individual goals.
CSTP 5: Assessing Students for Learning
I like to use rubrics for Students have set their
students on projects so own learning goals this
they have clear year and steps they need
expectations on to take in order to achieve
requirements and quality them. We have done a
of work. We also spend a reflection on their goals
lot of time planning. We recently discussing what
have mini deadlines to adjustments need to be
keep students well paced. made in order to achieve
I want to incorporate them. This has been very
more student goals on successful for me in
assignments and have helping students set a
them reflect on the higher standard for their
process. 7/18/2020 achievement. 12/6/2020

I have continued with

these learning goals.
Students are revisiting
them after each trimester
and making reflections on
reasons they either
achieved or missed their
goals and creating new
plans to adapt and change
methods if needed. It has
created a responsibility
on the students learning
that has been helpful for
accountability. 5/6/21.
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
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 communic ongoing communication
in assessment,
student learning. colleagues, and families administration, ation of student learning regarding student
analysis, and
about student learning. colleagues, families, and to all audiences. learning to all audiences.
communication of
students. Ensure that 12/6/2020
student learning
communications are
received by those who
lack access to technology
7/18/2020
I use technology for both All my assessments are
lessons and assessments. now online. I have been
We have one to one using Google Forms and
chromebooks for my class Google Slides as a
so all students have replacement for paper
access in school to these tests. It has given me
resources. We use a more of an opportunity to
variety of methods for enhance my tests. I am
students to present. We able to put pictures,
make slideshows, videos, videos, diagrams and
animations, code, etc. graphs straight onto the
This allows students with test for students to view.
different strengths We also use technology to
highlight qualities they provide feedback. I leave
have will also learning comments on my
content standards. students documents and
7/18/2020 use peer editing
strategies in small groups.
12/6/2020

I use a variety of tools for

instruction and
assessment. One new tool
that I have used for
assessing students is
EdPuzzle. I was able to
create free response
questions about a video
CSTP 5: Assessing Students for Learning
on Rachel Carson. This
was a comprehension and
inferences type of
assessment. 5/6/21.
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 increased learning. progress and ways to
timely and student proficiencies, 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. 7/18/2020.
CSTP 5: Assessing Students for Learning
We have a teacher
website where my
homework is posted daily.
There is also constant
email feedback. I do not
have a newsletter that
goes home weekly or
monthly. I do send
work/assignments home
in a folder every two
weeks that requires a
parent signature. I think I
can be more proactive in
individual cases where
students are falling
behind instead of waiting
for the parent contact and
then formulating a plan.
7/18/202

This has been an area of

concern with student
feedback for materials
that were turned in on
paper. We are not able to
give them back as quickly
as possible because of the
limitations on drop offs. I
have been using office
hours time online where
students can drop in and
review the work. Parents
seem to appreciate this
method because they can
see their child receiving
the feedback and it is
typically very small
groups. 12/6/2020

This has truly been a

difficult year for student
CSTP 5: Assessing Students for Learning
feedback. We have been
restricted so long from
sharing back the
materials with students to
review. I have relied
heavily on zooming with
students to review their
work one on one. I am
doing writing conferences
with students to share
ways they can improve
their writing. I am giving
them one aspect of their
writing to focus more on
and using multiple
strategies to help achieve
that goal. 5/6/21.