CSTP

5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of the purposes Explores the use of Decides on the purpose Develops and adapts the Demonstrates purposeful
and characteristics of different types of pre- for assessment and skills range of appropriate use of a wide range of
formative and summative assessment, formative to be assessed to select assessments to address assessments to support
assessments. and summative appropriately matches questions about students’ differentiated student
5.1 Applying assessments. pre-, formative and learning needs and learning needs and re>lect
knowledge of the summative assessments. progress. progress.
purposes, Begins to identify speci>ic
characteristics, and characteristics of Selects assessments based Integrates a variety of Draws >lexibility from a
uses of different assessments that yield on clear understanding of characteristics into repertoire of appropriate
types of assessments different types of the purposes and assessments to allow assessment options and
information about student characteristics of students with a ranges of characteristics to
preparedness, progress, assessments to support learning needs to maximize student
and pro>iciency. student learning. demonstrate what they demonstration of
know. knowledge.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I am aware of formative
and summative
assessments. I am trying
to learn ways in which I
can take that information
a step further and put the
information I’ve learned
from those assessments
into practice in our
classroom. 9/25/21

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 on student learning. ongoing assessment data
5.2 Collecting and
processes for data Make adjustments in Uses analysis of a variety appropriate for the range
analyzing assessment
analysis and draws planning for single of data to inform planning Uses data analysis of a of learner needs.
data from a variety of
conclusions about student lessons or sequence of and differentiation of broad range of
sources to inform
learning lessons based on analysis instruction. assessments to provide Uses results of ongoing
instruction.
of assessment data. comprehensive data analysis to plan and
information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I use information from
assessments to guide me
toward what the students
have not learned and
what should probably be
gone over again.
Sometimes I will add
extra practice to
homework or I will add a
worksheet I know will
help them to their WIP
folder so that they can
have extra practice during
the week. 9/25/21

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 identi>ies with colleagues to identify colleagues to analyze identify and address
monitor student learning needs of trends and patterns student thinking and causes for achievement
learning individual students. among groups of students. identify underlying causes patterns and trends.
for trends.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

We do STAR testing in our
class using the classroom
iPads. I use the
information from the
results to >igure out my
small literature circles.
Although I have not been
able to start those yet this
year, I’m hoping that by
the end of next month I
will have enough
information to be able to
>igure out who belongs in
what group. 9/25/21
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Uses data from Uses data from available Uses a variety of Uses a broad range of data Re>lects on data
assessments provided by assessments to establish assessment data to set to set learning goals for continuously to make
site and district to set content-based learning student learning goals for content and academic ongoing re>inements 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 >ill 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 modi>ications Plans differentiated Uses data systematically
and modify guidelines. instruction to address to instruction to meet instruction targeted to to re>ine planning,
instruction learning needs of students’ diverse learning meet individual and group differentiate instruction,
individual students. needs. learning needs. and make ongoing
adjustments to match the
Modi>ies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I use a variety of
assessments in my class.
From the formal math and
reading tests to the
informal walking around
in the class during work
time. I am able to where
students might need extra
help and I adjust lessons
accordingly. 9/25/21

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 sequence for learning content and related to content, setting, and progress
5.5 Involving all Recognizes the need for of lessons that include academic language academic language, and monitoring.
students in self- individual learning goals. goal setting exercises. development. individual skills.
assessment, goal- Develops students’ meta-
setting, and progress Monitors progress using Provides students with Guides students to Integrates student self- cognitive skills for
monitoring available tools for opportunities in single monitor and re>lect on assessment, goal setting, analyzing progress and
recording. lessons or sequence of progress on a regular and progress monitoring re>ining goals towards
lessons to monitor their basis. across the curriculum. high levels of academic
own progress toward achievement.
class or individual goals.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I would like to work
toward students setting
their own goals. In the
“Getting to Know You”
worksheet I pass out at
the beginning of the
school year, there is a
question about goals, but I
would like to take it a step
further and have them
perhaps write down goals
and update every month.
I’m thinking about how
best to implement this
idea. I will bring up at my
mentor meeting next
Wednesday. 9/25/21

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 pro>iciency 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 student ongoing communication
analysis, and student learning. colleagues, and families administration, learning to all audiences. regarding student
communication of about student learning. colleagues, families, and learning to all audiences.
student learning students. Ensure that
communications are
received by those who
lack access to technology.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I am working on this. I
have a handwritten grade
book. The only technology
I use for testing is the
STAR test and practicing
Math and ELA with the
IXL app. I would like to be
able to move everything
online so that I have all
information about every
student right on my
computer. 9/25/21
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 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. Seeks strategies for improving and informal assessments communications about
5.7 Using assessment to provide feedback in academic achievement. in ways that support individual student
information to share Noti>ies families of ways that students increased learning. progress and ways to
timely and student pro>iciencies, understand. Provides opportunities for provide and monitor
comprehensible challenges, and behavior 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.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I need to work on
providing feedback to
individual students about
the different assessments
that they take. As a class
we do go over the whole
math test that they’ve
taken. Any written
reading comprehension
test, I usually go over the
ones that most people
missed.

I do notify families about

undesirable behaviors in
the class and about
subjects where I feel like
they need to improve.
9/25/21