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
(07/14/2021) student learning. 11/09/21 know. knowledge.
Since my class is very visual and hands- 03/30/22
Rubrics are posted before
on, the assessments are used throughout
projects begin so students
the year are very similar to one another. Rubrics are posted on the side of the
know the criteria that I will
The differences are the content and rubrics classroom when students start their projects
be looking for when
being presented. I am always sure to keep so they know exactly how they will be graded
grading projects. Rubrics
that relevant to what we are learning in once the project is completed.
focus solely on skills we
real time. I have recently began using Mid-point critiques are always encouraged as
have learned in class during
Google forms as an option of a more well as self-assessments. Students assess
the duration of the project.
informal assessment. Here, students can two other peers after assessing themselves.
Students are also graded on
write out what worked, what they They turn in these assessments and i use
craftsmanship and
struggled with, and what they would like them when it is my turn to assess the
originality- since it is
to see more of. (07/14/2021) outcome of the students' work.
important in the real-world.
03/30/22
11/09/21

(In addition) Other types of assessments are incorporated into the curriculum like informal (asking the
class questions), using strategies we've learned before and incorporating it into present projects, and online
sources (like mid-point critiques in Padlet. (11/30/21)
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
(07/14/2021) information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. 11/09/21
success.

The biggest source of formal student data
comes from the student-self assessments
that are performed after each major
project. Students begin by assessing
themselves using the rubric posted at the
beginning of the lesson. Once this self-
assessment is completed, students
perform the same assessment on two
classmates. Afterwards, students submit
their assessments and projects to me. I
take this information into consideration
and use it to plan accordingly for the
next lesson. Sometimes I use this
information to review key concepts that
some students may have struggled on or
I use this information to create a more
challenging lesson in the future.
(07/14/2021)
Informal data includes the progress
monitoring I do on a daily basis. I walk
around and check in on students one on
one to see their progress, give them
individual feedback, and offer plans for
adjustments.
Students assess themselves using the
rubric posted on the board before
assessing two other students' projects in
the class.
By doing this, I retrieve solid feedback
from students before going in and grading
their work myself.
Using the grades from projects, I am
informed on the next direction to take for
projects and technical skill-building.
11/09/21
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. (07/14/2021) causes for trends.
11/09/21

Student learning and students are often

discussed with the principal towards the endThe advanced art teacher and I

of each semester. This past year I practiced work together to create lesson

the power of zero. The lowest scores plans that transfer into the

students could receive in my class was a advanced class. Students leave

50%. This got rid of the 59 percentile my class prepared for the content

dedicated to the F. students have become that is taught in Advanced Art.

more proactive on their learning as well as The information from July is still

taking more responsibility for their grade true, too.

since they don't necessarily need to make up11/09/21

as many percentage points to pass my class.

This being said, the power of 0 experiment

this past year has proven to show positive

changes in student data. (07/14/2021)

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
(07/14/2021)
Modifies lessons during evolving learning needs
11/09/21 instruction based on of individuals and groups.
informal assessments.
student self assess them selves and 03/30/22
two other classmates before handing

their assessments to me with their Students have materials at the

projects so that I can grade them center of each group that they

individually. Along with this formal are responsible for taking care

assessment, I like to ask the students of, replacing, and cleaning up.

questions usually using a Google form. Students who have individual

Here students can give me input and learning needs or require

feedback on their learning journey and additional accommodations

I can use this information to make can also find these materials in

adjustments for the following lesson so their group caddies, as I call

that it meets student interest and needs them.

in real time. (07/14/2021) 03/30/22

Information from this section is still

true with the exception that students
with an IEP or 504 have their own
accommodations and expectations.
11/09/21
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. (07/14/2021) across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward 11/09/21
class or individual goals.
Aside from the formal student Students have a 4-part rubric
assessment, mid project critiques where they begin by assessing
are done regularly. This is an themselves using the criteria
opportunity for students to offer posted on the board before the
their own insight and feedback to project is presented. They then
one another. In these cases, students trade their rubric and project
get to practice using their with two other students to be
vocabulary and artistic eye when assessed. The fourth assessment
helping each other. is done by me. I use the
when students are reflecting on information provided by
their own work, it is emphasized students to help inform me on
that they need to be very honest where the students believe they
with themselves and each other, as I are in terms of grades and
will be honest with them. Reflecting content understanding.
on their work and progress provides 11/09/21
an opportunity for students to adjust (In addition) Students who have behavior that does not match class
their direction and make the expectations are spoken to outside of the classroom- we build a plan to
changes needed. (07/14/2021) adjust behavior and hold the student accountable for their behavior to
maintain a safe classroom environment. (11/30/21)
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
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 03/30/22
received by those who
lack access to technology.
(07/14/2021)
11/09/21
Grades are explained to students
Creating an assignment in google
through the detailed-rubric. Grades
classroom and uploading a rubric allows
are posted in AERIES (parents have
for me to analyze student work and give
access to this as well as students)
them direct feedback on the successes
shortly after students turn in their
and struggles of their projects. In google
work.
classroom there is a tab where students
Students may re-work a project for a
can find more resources to navigate the
better grade (if turned in on time).
technology side of learning in this day
03/30/22
and age. If students need extra help, they

can come to me or talk to the IT in the

library. (07/14/2021)

The statement provided for July is still true for

today with the addition of incorporating
AERIES with Google Classroom. Admin has
access to student records and statistics with both
AERIES and Google classroom. 11/09/21
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 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.
(07/14/2021)
behavior issues.
Students receive feedback on every assignment that

they turn in. Feedback includes praise and

suggestions. I like to use the common feature in

Google classroom. Students can comment back and

we can engage in a digital dialogue so that students

know exactly why they received the grade that they

earned. To incorporate communication with parents,

I use an application called Class Dojo. I encourage

parents to sign up with students so that they know

student behavior in the classroom. Class Dojo is an

application I use for participation in my classroom. If

students are not being responsible, kind, and

respectful, there is probably confusion in the

classroom. Here I will make a note in class dojo and

email parents later on about specific incidents.

(07/14/2021)

The statement written in July is still true

today. I would like to add that students
have access to their grades as soon as
teachers update them in AERIES.
11/09/21