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 pre-
formative and summative assessment, formative
assessments. 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.
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.
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CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

 Multiple forms of  I’ve incorporated
assessments are more types of
used. This can assessments since
include formal moving to standards-
tests/quizzes, based grading.
practicals for labs,  Since I am assessing
presentations, students more on
discussions, and their proficiency with
projects. the identified skills, it
 The methods for can be done not only
assessment align in a formal paper
with the expected exam, but also in
science and forms such as:
engineering practices 1. Lab practicals
that students are 2. Oral exams
intended to master. 3. Instructional
video
4. Presentations
Not to mention re-
assessments creating
more opportunities
for high-anxiety
students.

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
5.2 Collecting and Follows required on student learning. ongoing assessment data
analyzing processes for data Make adjustments in Uses analysis of a variety appropriate for the range
assessment data analysis and draws planning for single of data to inform Uses data analysis of a of learner needs.
from a variety of conclusions about lessons or sequence of planning and broad range of
sources to inform student learning lessons based on analysis differentiation of assessments to provide Uses results of ongoing
instruction. of assessment data. instruction. comprehensive data analysis to plan and
9/24/20 information to guide differentiate instruction
5/8/21 planning and for maximum academic
12/9/21 differentiation of success.
instruction.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

 Most assessments
provide clear data
about which learning
objectives students
are having a difficulty
progressing towards.
 Formal assessments
are given, typically
once a week. More
informal assessments
are done throughout
class periods.
 Summative
assessments are used
to determine the
overall progress
towards learning
objectives. If a major
gap is identified,
reteaching is
possible.
 If practical skills are
not being developed,
more hands on
practice is used and
aids in the
development of
conceptual
understanding.

 I am working on
trying to come up
with a more cohesive
assessment plan for
each unit.
 Currently, I am
struggling to find
time to fit in more
formative
assessments and not
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

sacrifice instructional
time.
 Despite still using the
results from
assessments to
modify future
lessons, the data is
not wholly analyzed
for long term changes
to the curriculum.
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 9/24/20 students. causes for trends.
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CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

 Very little group  Have just begun
analysis of doing real reflection
assessment data is with the class as a
done in the whole.
department.  Rubrics have opened
 Some common up this opportunity
assessments are for me.
created and planning
time is offered to go
over them.
 These meetings
rarely lead to specific
changes happening to
curriculum
instruction.

 During distance
learning it has been
much more difficult
to analyze our
assessment results as
professional learning
communities.
 Common
assessments were
attempted, but their
data wasn’t very
meaningfully
analyzed.
 Perhaps next year
this can be a bigger
focus for our
department.
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 for
single lessons or standards for individuals the fill range of students.
sequences of lessons. and groups.
5.4 Using assessment
Plans instruction using Plans differentiated Uses data systematically
data to establish
available curriculum Plans adjustments in lessons and modifications Plans differentiated to refine planning,
learning goals and to
guidelines. instruction to address to instruction to meet instruction targeted to differentiate instruction,
plan, differentiate,
learning needs of students’ diverse learning meet individual and and make ongoing
and modify
individual students. needs. group learning needs. adjustments to match the
instruction
evolving learning needs of
Modifies lessons during individuals and groups.
instruction based on
informal assessments.
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 Assessments aid in  As learning strategies
revisiting learning are employed in a
activities and class period, the level
planning for future of scaffolding is
years. adjusted as students
 Throughout the year, work through it.
the efficacy of
specific learning  I am closer to the
strategies is assessed integrating than
in relation to the applying stage.
student population  I have looked over
and are removed or the results I’ve
included more often. gathered this year
 Future learning and can see where I
objectives are need to reinforce
modified and the certain concepts or
decision of what skills.
essential standards  This means taking
to meet is time during the
reevaluated. summer to address
the lack of learning
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

activities that help
students reach those
objectives.
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 9/24/20 achievement.
own progress toward 5/8/21
class or individual goals. 12/9/21
 Standards based
grading provides
opportunities for
students to self-
evaluate their
progress.
 Students keep track
of their own learning
by determining
which learning
objectives they need
to seek more support
in mastering.
 Supports for students
are provided and
made clear early in
the year so that they
can seek them out as
their self-evaluation
dictates.
 These processes are
practiced throughout
the year.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

 I feel I am making
progress on students
developing meta-
cognitive skills
needed to self-assess
and keep track of
their learning
objective progress.
 We have in later units
focused on making
sure that our tracking
sheets are updated
and meeting in
person to try to
review student
progress.
 This has been
especially difficult in
distance learning
because student time
is so limited that I
have a hard time
keeping track of how
well students are
updating their
progress tracking
sheet.
5.6 Using available Uses available Explores use of additional Uses technology to design Integrates a variety of Use a wide range of
technologies to assist technologies to record technologies to and implement technologies into the technologies to design,
in assessment, assessments, determine implement individual assessments, record and development, implement, and analyze
analysis, and proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and provides
communication of make required results, and communicate communicate about of assessments, and for an in depth and
student learning communications about with administration, student learning with communication of ongoing communication
student learning. colleagues, and families administration, student learning to all regarding student
about student learning. colleagues, families, and audiences. learning to all audiences.
students. Ensure that 5/8/21
communications are 12/9/21
received by those who
lack access to technology.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

9/24/20
 For common  This year I have
assessments, the LMS gotten the chance to
is used to determine adapt entirely new
progress towards the apps and online
learning objectives. services into possible
 Grades and feedback forms of assessment.
are provided digitally  Video presentations
so that students can where students show
refer back to that their knowledge.
information at any  Online virtual labs for
time. practical
 Parent access to assessments.
student progress is  Group assessments
provided online, where students can
through phone calls, collaborate on
and by mail. showing different
 1 to 1 technology is sets of skills.
provided for students  Distance learning has
so that they have opened a lot of new
access to any grade options that will be
information at all great in
times. supplementing in-
 The LMS also helps in person assessments.
keeping track of
student progress
towards the learning
objectives.
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
5.7 Using assessment required summative assessments from single strengths, needs, and to students from formal comprehensible
information to share assessments. lessons or sequence of strategies for improving and informal assessments communications about
timely and lessons. Seeks to provide academic achievement. in ways that support individual student
comprehensible Notifies families of feedback in ways that increased learning. progress and ways to
feedback with student proficiencies, students understand. Provides opportunities provide and monitor
students and their challenges, and behavior for comprehensible and Communicates regularly support.
families issues through school Communicates with timely two-way with families to share a
mandated procedures. families about student communications with range of assessment
progress, strengths, and families to share student information that is
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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.
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 Communication with  Assignments are
families is usually designed to provide
secluded to moments meaningful feedback
where official grades rather than assess
are published or their ability to
progress reports are complete a task.
sent home.  Behavioral
 Some phone components are not
calls/emails take assessed, only their
place when students progress towards
are showing meeting learning
exceptional difficulty objectives.
in the classroom.  Assessments are
given feedback by the
 I am still trying to teacher addressing
figure out the best the level of their
way to communicate understanding rather
Standards-Based than specific steps or
grading more clearly exact answers.
to parents.  Comments regarding
 We still are able to how students can
have clear two-way seek out additional
communication, but a help for re-testing
lot of the time I have are included in
to be especially assessments.
proactive to have
parents show
concern for their
student’s progress.
 Most times it is very
late in the grading
period before a
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

parent realizes they
should intervene on
their own.