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. 7/17/21 pre-, formative and learning needs and learning needs and reflect
5.1 Applying
summative assessments. progress. 4/9/22 progress.
knowledge of the
Begins to identify specific
purposes,
characteristics of Selects assessments Integrates a variety of Draws flexibility from a
characteristics, and
assessments that yield based on clear characteristics into repertoire of appropriate
uses of different
different types of understanding of the assessments to allow assessment options and
types of assessments
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. 4/9/22 knowledge.
7/17/21
I feel confident in my use I choose my assessment I have tried to be more
of different summative based on how I feel it will intentional about my
assessments: best represent what assessments these past
presentations, writing, students know. For few months. First, the
multiple choice, example, a social studies assessment needs to be
interview, portfolio, etc. I project may warrant a appropriate. If the
also feel confident in my presentation assessment, curriculum-provided
use of formative but a math test may do assessment does not
assessments: exit tickets, better with a short reflect what the students
fist to five, thumbs answer response. I try to know, I will create my
up/down, observation, modify assessments as own assessment to assess
think-pair-share, etc. I needed to ensure they are student understanding
want to use more pre- not too lengthy or a waste with.
assessments in my of the student’s time. Second, I also try to have
classroom to better frame 7/17/21 different characteristics
and organize my lessons. on each of my
7/17/21 assessments including:
multiple choice, short
answer, paragraph
response, fill in the blank,
matching, and more. This
caters to different
learning needs. 4/9/22
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. 7/17/21 student learning. informal assessment data throughout instruction to
Follows required on student learning. collect ongoing
5.2 Collecting and
processes for data Make adjustments in Uses analysis of a variety 11/23/21 assessment data
analyzing
analysis and draws planning for single of data to inform appropriate for the range
assessment data
conclusions about lessons or sequence of planning and Uses data analysis of a of learner needs.
from a variety of
student learning lessons based on analysis differentiation of broad range of
sources to inform
of assessment data. instruction. 7/17/21 assessments to provide Uses results of ongoing
instruction.
comprehensive data analysis to plan and
information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction. 11/23/21
I collect formative and I use STAR benchmark Before teaching my
summative assessment data, IEP data, STEP data, lesson on 3- and 4-digit
data from my classroom as well as subtraction, I
observations/tests as formative/summative administered a pre-
well as from STAR assessment data to assessment to gauge
benchmark data and IEP inform and create my student understanding
data, but I would like to small differentiated prior to the lesson. This
add more types of day-to- groups. 7/17/21 also helped me to
day assessments to my determine what IXL
lesson plans. 7/17/21 codes I should assign
students for additional
practice. At the close of
Evidence the lesson (the following
day), students were given
a post-assessment. Most
students demonstrated
growth between the pre-
and post-assessment,
which was encouraging to
see. 11/23/21

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.
7/17/21 students. 11/23/21 causes for trends.
As a PLC, we regularly My partner teacher and I
meet as grade level teams recently administered the
to review STAR data and STAR test again in early
other essential data. We literacy, reading, and
use this information to math to our students in
create our math and an effort to get up-to-date
reading small groups that data to share with
rotate between our two families at parent-teacher
classes. I want to be conferences. After both
better at identifying classes finished testing
trends and patterns more and we each individually
regularly throughout the reviewed their scores, the
year, not just each two of us got together to
trimester. 7/17/21 break down the data and
discuss any small group
Evidence changes, new skills to
spiral review, etc. that we
wanted to make going
into trimester two based
on this data. We used this
report in our discussion
and eventually shared
it with parents at
conferences. 11/23/21

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 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
single lessons or standards for individuals for the fill range of
5.4 Using assessment sequences of lessons. and groups. 4/9/22 students.
data to establish Plans instruction using 7/17/21 Plans differentiated
learning goals and to available curriculum lessons and modifications Plans differentiated Uses data systematically
plan, differentiate, guidelines. Plans adjustments in to instruction to meet instruction targeted to to refine planning,
and modify instruction to address students’ diverse learning meet individual and differentiate instruction,
instruction learning needs of needs. 7/17/21 group learning needs. and make ongoing
individual students. 4/9/22 adjustments to match the
evolving learning needs
Modifies lessons during of individuals and groups.
instruction based on
informal assessments.
4/9/22
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
I use STAR data and other I feel that I differentiate My PLC team recently
data to create my my lessons fairly well by met to analyze our STAR
differentiated groups and changing up my groups, data for Window 2 in
direct the pace of my intentionally seating early literacy, reading,
lessons. I want to set students, and using and math. We set PLC-
learning goals with my engagement strategies. wide goals in all of these
students more often. Differentiation is always areas, and then listed
7/17/21 something that I can specific ways we would
improve on, I feel. reach these goals. We did
7/17/21 the same thing for 3rd
grade goals, identifying
one area in early literacy
(high frequency words),
reading (paragraph level
comprehension), and
math (multi-step story
problems) that we would
Evidence like students to improve
on in our final trimester.
Based on these data, we
organized students into
reading and math groups
that would help them
reach these goals at the
instructional level they
need.
I regularly give formative
assessments in math and
reading groups and based
on the results, I
determine whether we
can move on to the next
lesson/unit, or if we
should spend a day doing
spiral review. 4/9/22
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. 7/17/21 11/23/21 Develops students’ meta-
assessment, goal- Integrates student self- cognitive skills for
setting, and progress Monitors progress using Provides students with Guides students to assessment, goal setting, analyzing progress and
monitoring available tools for opportunities in single monitor and reflect on and progress monitoring refining goals towards
recording. lessons or sequence of progress on a regular across the curriculum. high levels of academic
lessons to monitor their basis. 11/23/21 achievement.
own progress toward
class or individual goals.
7/17/21
At the beginning of the Students used this self-
year, students set an assessment writing
academic goal, a personal checklist as a way to
goal, and a spiritual goal. I check their writing before
want to be better at turning in their work. It
checking in on these goals was a great way to help
and have students update them feel involved in
them throughout the their learning and in the
year. 7/17/21 assessment process. After
students assess
This is an area I can themselves, they will
improve in. I do this the trade writing notebooks
most in writing, where and do a peer edit with
Evidence
students monitor their this peer editing
progress during writing checklist. In addition to
workshop via rubrics, but filling in (or not filling in
I want to help them view if it is missing) the
progress in other subject contents on the front,
areas as well. 7/17/21 peers will write one star
(one item they believe the
student did well) and one
step (one item they
believe the student could
work on) on the back of
their rubric. It is helpful
when their goals come
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
from a peer and
motivates them to follow
them on their next
writing
assignment. 11/23/21

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
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.4/9/22 student learning to all
communication of
students. Ensure that audiences.
student learning
communications are
received by those who
lack access to technology.
7/17/21
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
I do feel confident in my I have been using
use of technology in the technology-based
classroom, especially assessments more often
after teaching online this in my classroom. For
past year. I communicate example: Students will
with parents via email complete an IXL skill as a
and Edmodo, posting formative assessment for
daily to keep parents in math, students will do a
the loop on our Kahoot on science
classroom. I use apps like vocabulary as a way to
Classkick, Seesaw, assess their
Flipgrid as different understanding of the unit
assessment options. vocabulary, students will
Evidence
Grades are also updated record a presentation on
weekly on Gradelink for Flipgrid to present their
parents and students to writing or social studies
check. All students have project. I try to switch it
access to a personal iPad up so that my students do
to complete their work not become bored with
on. 7/17/21 the same form of
assessment. 4/9/22

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 7/17/21 for comprehensible and Communicates regularly support.
students and their issues through school timely two-way with families to share a
families mandated procedures. Communicates with communications with range of assessment
families about student families to share student information that is
progress, strengths, and assessments, progress, comprehensible and
needs at reporting raise issues and/or responsive to individual
periods. Contacts families concerns, and guide student and family needs.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
as needs arise regarding family support. 7/17/21
struggling students or
behavior issues.

When it comes to At the beginning of the

assessments, I try to school year, I am very
provide immediate upfront with parents
feedback whenever about how much I want
possible. If I conduct a to communicate with
quick formative them. They have my
assessment and there is a email, can message on
clear misunderstanding, I Edmodo, and know they
will pause and we will can come in and schedule
discuss as a class. If it is a conference as needed.
just 1 or 2 students on a Progress reports go home
Evidence exit ticket, I will pull them each trimester as an
aside and try to clear update for parents when
things up. I want to be it comes to grades, but I
better about setting goals am always encouraging
with students based on parents to check grades
this feedback regularly. I also make an
(stars/steps.) 7/17/21 effort to make more
“praise” contacts than
“concern” contacts, and
set a goal to email or
message at least 5 praises
each week. 7/17/21