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 reflect
knowledge of the summative assessments. progress. progress.
purposes, Begins to identify specific
characteristics, and characteristics of Selects assessments Integrates a variety of Draws flexibility from a
uses of different assessments that yield based on clear characteristics into repertoire of appropriate
types of assessments different types of understanding of the assessments to allow assessment options and
information about purposes and students with a ranges of characteristics to
student preparedness, characteristics of learning needs to maximize student
progress, and proficiency. assessments to support demonstrate what they demonstration of
student learning. know. knowledge.
Perhaps it was the
influence of the TPA, but
the importance of
assessment now seems to
be hardwired into my
pedagogy. I will conduct a
pre-assessment, multiple
formative assessments
and one or two
summative assessment
throughout a lesson
sequence. I find the first
two the most effective in
planning and informing
my instruction.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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.
After giving multiple
assessments I sometimes
struggle with analyzing
the date and knowing
what to do with it. If all of
my students show a
similar growth area then I
find it easier to plan a re-
teach. Likewise if the
students demonstrate
mastery on a formative
assessment then I know
that they are most likely
ready for the summative
assessment. However,
when the student data
varies greatly, or when a
student performs poorly
on a summative
assessment I am not
always sure how to
respond.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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.
It has been such an
enriching experience to
meet with my grade level
partner and review,
monitor and discuss our
class’s data and progress.
My colleague often
provides a wealth of
advice and resources for
assessing student and
identifying ways to help
an individual student
meet their learning goal.
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 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. 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.
Once again, I find that I
can do this effectively in
small group instruction
and often plan a specific
small group lesson based
on in class assessments
that I have given. During
the small group
instruction I am able to
adjust the instruction to
meet the learning needs
of an individual student
and can adjust, if
necessary, during the
instruction time. I find
this more challenging to
do during a whole group
lesson.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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
summative assessment single lessons or processes for learning related to content, setting, and progress
results. Recognizes the sequence of lessons that content and academic academic language, and monitoring.
5.5 Involving all
need for individual include goal setting language development. individual skills.
students in self-
learning goals. exercises. Develops students’ meta-
assessment, goal-
Guides students to Integrates student self- cognitive skills for
setting, and progress
Monitors progress using Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
monitoring
available tools for opportunities in single progress on a regular and progress monitoring refining goals towards
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.
I provide multiple
opportunities for
students to engage in
formative assessments
and demonstrate their
learning. I record and
monitor their progress.
However, I often fail to
provide students with the
opportunity to assess or
monitor their own
progress towards the
learning goal. Students
did create individual
learning goals for the first
quarter at the start of the
year.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Uses available
technologies to record
assessments, determine
proficiency levels, and
5.6 Using available
make required
technologies to assist
communications about
in assessment,
student learning.
analysis, and
communication of
student learning
Explores use of additional Uses technology to design Integrates a variety of Use a wide range of
technologies to and implement technologies into the technologies to design,
implement individual assessments, record and development, implement, and analyze
assessments, record analyze results, and implementation, analysis assessments and provides
results, and communicate communicate about of assessments, and for an in depth and
with administration, student learning with communication of ongoing communication
colleagues, and families administration, student learning to all regarding student
about student learning. colleagues, families, and audiences. learning to all audiences.
students. Ensure that
communications are
received by those who
lack access to technology.

This is another area that I

need to grow in! I have
seen some growth since
last year, but I still
sometimes forget to
immediately record
assessment data or
communicate with the
parents regarding their
student’s learning.
However, our class
grades are updated
weekly, and parents have
continual access to their
student’s grades and
progress. However, I
could do a better job of
communicating with both
the parents and the
students about student
learning.
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 assessments communications about
5.7 Using assessment lessons. Seeks to provide academic achievement. in ways that support individual student
information to share Notifies families of feedback in ways that increased learning. progress and ways to
timely and student proficiencies, students 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.
Our school requires a
weekly email to all
parents and encourages
consistent
communication on
student progress. If a
student receives a grade
of a “D” or below, the
parents must be
contacted. This year I am
trying to contact parents
more often with the
positive academic
achievements, social
development, and kind
actions of their students
in the classroom.
CSTP 5: Assessing Students for Learning