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
assessments. pre-, formative and learning needs and learning needs and reflect
summative assessments. progress. progress.
5.1 Applying
Begins to identify specific
knowledge of the
characteristics of Selects assessments Integrates a variety of Draws flexibility from a
purposes,
assessments that yield based on clear characteristics into repertoire of appropriate
characteristics, and
different types of understanding of the assessments to allow assessment options and
uses of different
information about purposes and students with a ranges of characteristics to
types of assessments
student preparedness, characteristics of learning needs to maximize student
progress, and proficiency. assessments to support demonstrate what they demonstration of
student learning. know. knowledge.
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CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
Throughout instruction Throughout each lesson I I utilize several different
students are allowed to conduct informal types of assessments
demonstrate their assessments by through a unit. I check for
understanding of learning observing, asking understanding and
goals before, during, and questions, and having retention through the use
after the lesson. student solve of warm-ups and exit
mathematical problems. tickets. I also utilize
I utilize multiple sources Before each lesson I formal assessments such
to identify student assess students through a as quizzes and
progress towards their warmup which is based summative assessments
learning goals. on prior concepts and such as exams. These
utilized those warms up assessments allow me to
Lastly, I reflect on student fill any missing gaps of collect data on all
assessments which are knowledge as well as students to better
based on district assimilate the indicate their progress
curriculum to analyze information to current and master of the
students level of concepts. content. It should be
knowledge. noted that assessments
Furthermore, I utilize are present in different
9/22/20 both formative and ways such as using
summative assessments kahoot for warm-ups or
to examine my students exit tickets, play posit for
understanding of instructional videos, etc.
essential concepts.
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Each assessment may use
different technologies.
For example, I use Kahoot
for informal assessments,
play posit for multiple
choice questions on
lecture videos, and
interactive games to
determine proficiency. All
of these modes all me to
assess students abilities
to apply their skills to a
range of concepts.

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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
9/22/20 5/6/21 12/1/21 planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
I use multiple resources Through each lesson I I use different types of
of information to inform consistently check for assessments through
me of my students understanding. Based on each unit. I use warm-ups
progress toward meeting real time data, I modify or to check for
their learning goals. adapt the lesson to better understanding for daily
help student understand informal assessments. I
Furthermore, I use the mathematical also utilize exit tickets
concepts to connect to concepts that are being after every class session
prior lessons and solve taught. Furthermore, I except for test days.
real world problems. also use exit tickets to Formal formative
determine how well assessments (quizzes),
Lastly, I collect students understood the and formal summative
information about lesson and make assessments (exams) are

students’ abilities to adjustments to future used to collect data on
demonstrate and use lessons to better meet the students understanding
specific content needs of all my students. of content that was
knowledge and content covered in that unit. It
specific skills through a 5/6/21 should be noted that all
method that does not data that is collect from
require communication these assessments is used
skills that students to inform my future
clearly do not yet possess. teaching practices and
overall pacing/lesson
9/22/20 planning.

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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
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 learning individually and individually and with colleagues ability to
both individually and district processes. with colleagues and with colleagues to colleagues to analyze identify and address
with colleagues, to identifies learning needs identify trends and student thinking and causes for achievement
monitor student of individual students. patterns among groups of identify underlying patterns and trends.
learning students. causes for trends.
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I review all assessments Each week I meet with I use both formal and
data with colleagues to both my mentors to informal assessment data
identify trends, causes, discuss student data and to monitor student
and patterns among identify any trends as progress individually and
groups of students. well as patterns. as a group. I meet with
Moreover, I also meet my college every week to
Through assessments I with colleagues in y analyze student data and
determine whether to Professional Learning record any trends that
revisit content. Community (PLC) to are present. These trends
analyze data and decide are documented in our
Lastly, I facilitate what needs to be done to PLC meeting minutes to
collaborative work to further assist students. It review at a later time.
identify and address should be noted that Moreover, we meet as a
underlying causes for these meetings happen department to review
achievement patterns and after ever quiz and exam trends that are happening
trends. to see how each subject is in different math subjects
doing across the board. to see if we can cover
9/22/20 those missing gaps of
5/6/21 knowledge, trend and/or
patterns in another
subject to better meet the
needs of the learner.

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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
9/22/20 adjustments to match the
5/6/21 12/1/21 Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.

I use a variety of Throughout my courses I I use the data collected
assessment data to use a variety of data from from both my formal and
improve instructional both formal and informal informal assessments to
methods and learning assessments to establish inform my instruction
activities. content-based learning and overall course pacing.
goals that meet the needs By using the data
Furthermore, I of learners. Once the collected, I can set
consciously reflect on goals are established, appropriate learning
lessons and analyze my they are communicated goals for my students.
own strengths and with the students in These goals will allow
weaknesses to learn from various forms such as myself and the student to
experiences and improve written and verbal. The clearly determine if the
my teaching skills. goals are created in such goal was met or
a way that all students unsuccessful.
9/22/20 have equal opportunities
to meet the goals. 12/1/21

From the data that is Instruction is offered in a
collected, lessons are variety of modalities to
created but also modified meet the needs of diverse
to address individual learners. Students are
learning needs of my present with direct
students. instruction in class, pre-
5/6/21 recorded lecture videos
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
and lastly various forms
of activities.

Through these various
forms of presenting
instruction are
opportunities for
students to self-assess.
This assessment data all
me to analyze student
understanding in real
time, and adjust a lesson
as needed.

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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
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.
need for individual include goal setting language development. individual skills.
5.5 Involving all learning goals. exercises. Develops students’ meta-
students in self- Guides students to Integrates student self- cognitive skills for
assessment, goal- Monitors progress using Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
setting, and progress available tools for opportunities in single progress on a regular and progress monitoring refining goals towards
monitoring recording. lessons or sequence of basis. across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward 5/6/21 12/1/21
class or individual goals.

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CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
Students are provided Before each lesson starts Before and after each
with multiple a warm-up is conducted. class session, with the
opportunities for self This warm-up serves exception of assessment
reflection and self many purposes. One of days, students are able to
assessment that are the purposes is to assess conduct self-assessments
integrated into learning students retention and fill
through warm-ups/exit
activities. any missing gaps of tickets. Sometimes these
knowledge before the assessments happen
All assessments are an lesson begins. This warm- during the course of
integral part of the up also allows students to instruction time. Since my
learning process. self-assess and see if they
school site has a one-to-
Assessments provide are meeting both the one iPad program, I am
opportunities for classroom goals but also able to use different
students to examine, their individualized goals.
digital tools to assess
reflect, and revise their Students are to correct students. One of the
own work to master their own work and ask strategies I use is a
content. questions based on any flipped classroom, I am
misconceptions they may able to input multiple
9/22/20 have. choice questions within
my pre-recorded lecture
5/6/21 videos to gauge student
understanding and
provide students with an
opportunity to self-
assess.

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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
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 12/1/21
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lack access to technology.

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CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I utilize technology to When implementing My school site has a one-
analyze student learning assessments, I utilize to-one iPad program
and inform instruction. various forms of which offers students a
The technology used in technology and software. variety of ways to use
and out of the classroom For some assessments I technology. For example,
is used as a resource to utilize a software called students in my statistics
communicate students ALEKS which grades the course use GoFormative
learning. assessment in real time to complete all
and shows students homework and in-class
Furthermore, it is also where their mistakes assignments. The value of
used to design and were. It also give detailed this digital tool is that
implement assessments, explanations on each provides students with
record and analyze problems whether they instant feedback and
results, and communicate got the answer correct or allows for me to object
about students learning incorrect. This software students in real time.
with administration, also both the student, When designing my
colleagues, families, and parents, and teacher to lessons, I always try to
students. analyze the data. think of different ways
Moreover, I utilize Aeries that I can use technology
9/22/20 and Outlook to in a way that will help
communicate with students understanding
students regarding their the content better.
performance in class.
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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
5.7 Using assessment
assessments. lessons or sequence of strategies for improving and informal assessments communications about
information to share
lessons. Seeks to provide academic achievement. in ways that support individual student
timely and
Notifies families of feedback in ways that increased learning. progress and ways to
comprehensible
student proficiencies, students understand. Provides opportunities provide and monitor
feedback with
challenges, and behavior for comprehensible and Communicates regularly support.
students and their
issues through school Communicates with timely two-way with families to share a
families
mandated procedures. families about student communications with range of assessment
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
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
as needs arise regarding concerns, and guide student and family needs.
struggling students or family support.
behavior issues. 12/1/21
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I communicate student After each assessment, Anytime a student takes

learning to assist families students are given an assessment their
in identifying ways to detailed feedback. This grades are inputted into
improve individual feedback comes in the Aeries that same day.
student learning. form of written and Aeries is a great resource
verbal to meet the needs as it allows for students
Furthermore, I of all learners. This and parents to view the
communicate with information is also assessment score and see
families via email and communicated to parents any comments I had on
phone to discuss positive via multiple technological their assessment. On
aspects of student work, outputs such as Aeries, student assessment, I
areas of focus for ALEKS and Outlook. provide feedback on
improvement, incorrect answers and
suggestions to support Through these provide a solution to the

student progress in both communication platforms problem. This helps
their academics and I am able to provide clear students know exactly
behavior. and timely what they missed and
communication on how they could have
9/22/20 student’s strengths as done the problem
well as room for correctly.
improvement.
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I do my best to send
parents and updated
grade report every 2
weeks to keep them
informed on their son or
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
daughters progress in the
class. For students that
are struggling, I am in
constant communication
with the student, parent,
counselor, and coaching
staff to provide guidance
on improving their grade.
This communicate
provides feedback on
how the student can
improve their grade and
take the necessary steps
on being successful in
mathematics.

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