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
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.
While I do use different
types of assessments
throughout my units of
inquiry, I put myself in
“exploring” because I do
not decide on the
purpose of the
assessments, I am given
them from the
curriculum, especially the
pre assessments and
summative assessments.
9/27/20
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.
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 ranges of characteristics to
characteristics of learning needs to maximize student
assessments to support demonstrate what they demonstration of
student learning. know. knowledge.
That being said, the Ne xt year, I would like to
assessments I do provide differentiate the type of
for my students have assessments I do simply
clear standards for grade because they are a bit
level expectations. While repetitive for my
I do not choose the students and a student
assessments, I do who does not do well
recognize they are clearly with open
designed to assess response/short essay
specific goals. 9/27/20 type questions might
perform better on
Last year, I was at the assessments where they
mercy of my team can verbally share their
because we planned all thinking. 5/3/21
units, lessons, and
assessments together.
This year, while many of
the formal assessments
remained consistent, I
was responsible for all
the reading pre and post
assessments (and
curriculum.) This did not
include benchmarking to
assess reading level
because each teacher
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
assessed their own
homeroom group. I
learned how to look at
the report card, make
sure each skill has
formally assessed so we
could report on it at the
end of the trimester. I am
proud to say that at the
end of the year I have
formally (or plan to)
formally assess every
major requirement of our
third graders and have
the evidence to support
their level of
understanding.
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. 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
While I do have
assessments from the
start of every unit, I do
not, in depth, go through
where the students are at
because of how much
time it takes. It takes a lot
of time to look through
and analyze where each
student may be
specifically in a certain
area. I hope to improve in
being able to quickly
judge where a student is
academically based on
pre assessments and
class work. I think that
just comes with
experience. I do hope to
also have strategies in
place to support students
who need extra guidance
as well as enrichment
tasks for students who
can go a bit deeper.
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Exploring Applying Integrating Innovating
I know I still have some
ways to grow in this area.
For example, I sometimes
get frustrated in the
moment when students
do not have mastery of a
concept they should
already have mastered
(such as knowing their
long and short vowel
sounds). While I do
ultimately back up and
review those skills, in the
moment I often continue
my lesson as plan
because I don’t always
have those resources
pulled up ready to go if
my students for some
reason don’t know what
sounds the letter ‘I’
makes. I often carry on
and then after school,
find what I need to
review and will review
the next day or sometime
that week. This weakness
of mine travels across the
board with expectations.
When I think the students
should be somewhere
they aren’t quite at , I can
find myself feeling
frustrated which is silly
because the students are
not trying to
misunderstand, they just
haven’t mastered that
skill and reviewing it is
not going to put us
behind, it just supports
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
the students learning
going forward. 5/3/21
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.
I review and monitor This year, I needed to
assessment data compare data with the
individually and with my other 3rd grade classes
team to identify the because I was never quite
learning needs of both sure if I was scoring
individual students as students too harshly.
well as the class as a Mostly, I needed this
whole. However, I do not support in writing. Since I
tend to study trends or was teaching reading, I
patterns other than saw a wide variety of
acknowledging the major readers and pretty much
struggles of a majority of knew who my high,
students. I hope to do a medium, and lower
better job tracking where students were. Math as
students are at over the well, I was able to
course of the year. For document all their data
example, I did not realize into an Excel sheet and it
until half way through organized the
the year that one of my information clearly to see
students tended to write who got what questions
out the same sentence wrong, what patterns
multiple times, just in were noticeable, etc. But
slightly different when it came to writing, I
wording, throughout the struggled to find a
course of one writing student exceeding
assignment. If I compared expectations, meeting,
her writing earlier on, I and progressing towards
might have been able to grade level expectations.
catch the issue sooner So I would take an
and been better suited to example of each and
help her grow in compare them with the
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
elaborating instead of other teachers’ highs,
simply repeating. mediums, and lows, and
9/27/20 that helped me to make a
better judgement of
where my students were
at. 5/3/21
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 meet individual and differentiate instruction,
individual students. learning 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 Integrating Innovating
Typically, my learning
goals are set, prior to the
assessments given or
provided. For example,
my third grade students
are expected to be able to
summarize a text using
the main idea and
supporting details,
leaving out any
unimportant information.
This skill is what is
taught, and practiced,
despite the different
preassessment results.
However, the instruction
will look different, but
again the learning goal
remains the same.

I tend to simply follow

curriculum guidelines,
especially when it comes
to math and writing
because I feel it is better
to rely on the experience
of those experts while I
am still trying to grasp
concepts and lessons.
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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
5.5 Involving all summative assessment single lessons or processes for learning related to content, setting, and progress
students in self- results. Recognizes the sequence of lessons that content and academic academic language, and monitoring.
assessment, goal- need for individual include goal setting language development. individual skills.
setting, and progress learning goals. exercises. Develops students’ meta-
monitoring Guides students to Integrates student self- cognitive skills for
Monitors progress using Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
available tools for opportunities in single progress on a regular and progress monitoring refining goals towards
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
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.
This year, we started off I do value self-reflection,
our reading with having so the students reflect on
the students create their skill level, behavior,
specific goals for progress, and areas for
themselves. They wrote improvement on at least
the goals on sentence a weekly level. For
strips and I taped them to example, I ask them to
the wall of the classroom. give me a thumbs down,
While I think this is a side or thumbs up on
useful plan to grow as how they feel a certain
readers, I have not taken skill is being mastered.
the time to go back and No one else has to know
reflect on how they are where they are at, but it
doing in these goals. allows for me to get a
9/27/20 quick check in. It
surprises me that usually
my opinion and theirs
line up pretty well.
9/27/20
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Uses available Explores use of Uses technology to design Integrates a variety of Use a wide range of
technologies to record additional technologies and implement technologies into the technologies to design,
assessments, determine to implement individual assessments, record and development, implement, and analyze
proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and
5.6 Using available
make required results, and communicate communicate about of assessments, and provides for an in depth
technologies to assist
communications about with administration, student learning with communication of and ongoing
in assessment,
student learning. colleagues, and families administration, student learning to all communication regarding
analysis, and
about student learning. colleagues, families, and audiences. student learning to all
communication of
students. Ensure that audiences.
student learning
communications are
received by those who
lack access to technology.

I do use technology to
some extent for assessing
and analyzing. For
example, we track
students math scores
online so it tracks how
many students get a
certain question
incorrect. It can also
record different strands
students perform in, such
as a student might
receive 100% in
analyzing data, but only
70% in recognizing
patterns. All that being
said, none if it is of my
own accord. Another
team member typically
initiates this on my behalf
and I just follow along. I
hope to initiate more use
of technology in the
future. 9/27/20
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
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 communications about
5.7 Using assessment lessons. Seeks to provide academic achievement. assessments in ways that individual student
information to share Notifies families of feedback in ways that support increased progress and ways to
timely and student proficiencies, students understand. Provides opportunities learning. provide and monitor
comprehensible challenges, and behavior for comprehensible and support.
feedback with issues through school Communicates with timely two-way Communicates regularly
students and their mandated procedures. families about student communications with with families to share a
families progress, strengths, and families to share student range of assessment
needs at reporting assessments, progress, information that is
periods. Contacts families raise issues and/or comprehensible and
as needs arise regarding concerns, and guide responsive to individual
struggling students or family support. student and family needs.
behavior issues.
We do have opportunities
for parents to see how
their child is doing. For
example, we have writing
celebrations where
parents come and read
their writing from the
unit once the unit has
come to a close. Also, the
students use this time to
share their summative
projects with their
parents. I want to do
better in communication
with families prior to
these events, just so we
are on the same page and
no one is in for a shock
(this has yet to happen,
but I want to be a bit
more preventative than I
have been in the past).

While I do share major

CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
information from
assessments with
students’ families,
sometimes it is just at
conferences, which
happen twice a year.
Math tests and as I said
summative projects and
writing is shared
frequently, but even then,
it is share only once
every 6 weeks or so. I
think that I can do better
in communication
towards families.
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