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
formative and summative pre-assessment,
assessments. formative 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
summative assessments. progress. reflect progress.
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Integrates a variety of Draws flexibility from a
Selects assessments characteristics into repertoire of appropriate
based on clear assessments to allow assessment options and
understanding of the students with a ranges of characteristics to
purposes and learning needs to maximize student
characteristics of demonstrate what they demonstration of
assessments to support know. knowledge.
student learning. 5/5/21 4/20/22
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CSTP 5: Assessing Students for Learning
Depending on the topic I I have been working on As students return to
will vary the assessments developing assessments class following covid I am
given. Formative whereby students of all utilizing more informal
assessments may be a abilities are able to show collaborative
simple discussion with a their knowledge while assessments for students
student while group incorporating real world to showcase their
projects are a content so that students knowledge. I vary the
collaborative way for can make connections types and level of detail
students to demonstrate between classroom topics for assessment types -
understanding. and the outside world. mainly keeping them
Summative pieces of 5/5/21 summative and informal.
work may take many I still occasionally give
forms – a wanted poster, Utilizing Google more traditional types of
advertising slogan, a Classroom I have been assessments as the 8th
favorite of mine is the able to offer different graders will need these
RAFT whereby a student versions of assessments skills in high school but I
chooses a role, audience, to subsets of students am utilizing more
format and topic. This based on their needs. For creative assessments
allows students a degree some students an whereby students can
of choice and to use their understanding of the really make their own
creativity. basic subject matter is a impression in their
9/20/20 huge achievement while I choice of presentation.
can challenge other 4/20/22
Rubrics are posted for students with deeper
student assignment so it thinking questions.
is clear the format they 5/5/21
should follow. Formative
checks allow for a Now that we are back in
measure of student the classroom I am able
progress. to have in person
9/22/20 conversations informally
to assess student
understanding, have
them work on laboratory
experiments in order to
solidify their
understanding, use exit
tickets and play a quick
game at the end of class
whereby students have to
share something they
learned in class - no
CSTP 5: Assessing Students for Learning
repetition is allowed.
This shows me how much
retention and
understanding the
students have as well as
listening to their
classmates' thoughts.
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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
Follows required 9/22/20 on student learning. collect ongoing
5.2 Collecting and processes for data Make adjustments in 5/5/21 assessment data
analyzing analysis and draws planning for single Uses data analysis of a appropriate for the range
assessment data conclusions about lessons or sequence of Uses analysis of a variety broad range of of learner needs.
from a variety of student learning lessons based on analysis of data to inform assessments to provide
sources to inform of assessment data. planning and comprehensive Uses results of ongoing
instruction. differentiation of information to guide data analysis to plan and
instruction. planning and differentiate instruction
9/22/20 differentiation of for maximum academic
5/5/21 instruction. success.
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CSTP 5: Assessing Students for Learning
Any student produced I am becoming more
work can be used to disciplined at reteaching
assess students’ or including other
understanding. Informal activities to reinforce
discussions are an easy skills and knowledge
way to see where where I see students
students’ level of struggling. This may be
understanding currently using data from student
is. More formal written homework, in class
or creative pieces can be discussions, summative
used to show progress. and formative
9/22/20 assessments in order to
drive instruction.
I am increasing how I use 11/21/21
data obtained from
assessments to steer and
guide lessons in a series.
By tabulating results of
student work I can
identify areas that I need
to reteach or meet with
small groups of students
to provide more
instruction. By talking to
students in the classroom
I can also gain
information about their
mastery of the content,
thus providing me with
an informal source of
data with which to drive
instruction.
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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 district processes. with colleagues and with colleagues to colleagues to analyze identify and address
and with colleagues, identifies learning needs identify trends and student thinking and causes for achievement
to monitor student of individual students. patterns among groups of identify underlying patterns and trends.
learning 9/22/20 students. causes for trends.
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CSTP 5: Assessing Students for Learning
By the nature of my
school, there being only 1
subject teacher for each
discipline in middle
school, we discuss
students’ general
progress and work
habits. Following
tri-annual standardized
testing we review the
results and look for
specific areas that
students may be
struggling with and
where additional
instruction is needed.
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At the beginning of the
school year I review the
latest MAP test data for
incoming 7th graders.
The middle school team
also discusses this data to
highlight strengths and
weaknesses of individual
students. This helps
teachers to plan for the
upcoming year of
instruction so that areas
of weakness can be
identified and improved
upon.
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I am hopeful that now we
are back in person, the
middle school team can
have more time dedicated
to reviewing formal
student test data so we
can work together to
We are utilizing a new
program called MobyMax
this year that is designed
to identify and fill in
student learning gaps. A
test is administered to
students to assess their
current level of
knowledge and then a
series of lessons
produced by the program
will work on those areas
of need. A detailed
analysis of the student
results is available which
is helpful for the middle
school team to discuss to
understand areas of need
and where we can focus
on increasing student
achievement. The data
produced is helpful as for
each student it provides a
plethora of information
that can drive instruction.
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CSTP 5: Assessing Students for Learning
identify areas where
growth is needed. Each
week we informally
discuss students progress
and highlight areas of
need and celebrate
positive results from the
week.
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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 5/4/21 standards for individuals for the fill range of
5.4 Using assessment
sequences of lessons. 11/21/21 and groups. students.
data to establish
Plans instruction using 9/22/20 4/20/22
learning goals and to
available curriculum Plans differentiated Uses data systematically
plan, differentiate,
guidelines. Plans adjustments in Plans differentiated instruction targeted to to refine planning,
and modify
instruction to address lessons and modifications meet individual and differentiate instruction,
instruction
learning needs of to instruction to meet group learning needs. and make ongoing
individual students. students’ diverse learning adjustments to match the
9/22/20 needs. Modifies lessons during evolving learning needs
5/4/21 instruction based on of individuals and groups.
11/21/21 informal assessments.
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CSTP 5: Assessing Students for Learning
I review students' test
scores and conversations
with previous grade level
teachers to find strengths
and weaknesses for
students. Data is
available from
standardized testing. IEP
and 504 plans are
consulted to evaluate
best practices for delivery
of content.
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Knowing students’
strengths and
weaknesses can help
with lesson planning. If I
have a class with
students who are vocal
and like to talk I will offer
instruction where they
contribute with group
discussions. For quieter,
more pensive students
then individual projects
may be available.
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I use standardized test Using exit tickets and
data to review students’ completed work from
current academic previous lessons I am
abilities and am working able to modify the lesson
on using this information series or within a lesson
to provide differentiated when I become aware of
instruction. a misconception or area
5/5/21 of confusion can alter my
planned lesson to
I am able to give students address the issue thus
differentiated projects ensuring that all students
based on their are developing their
assessment data and am understanding and not
working on extending struggling which would
this to lessons within a make further building of
series. I can provide concepts difficult.
more scaffolding to help 4/20/22
students achieve mastery
of the content.
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I act on data from student
work more now than
previously to allow me to
review and cycle back on
particular topics where
the depth of student
understanding is less
than ideal. I have been
able to include
experiments to reinforce
ideas and have students
produce work such as
infographics to
demonstrate their
understanding following
completion of a more
formal worksheet that
focuses on the basic
points of understanding.
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CSTP 5: Assessing Students for Learning
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 learning goals. exercises. Develops students’
self-assessment, 9/22/20 Guides students to Integrates student meta-cognitive skills for
goal-setting, and Provides students with monitor and reflect on self-assessment, goal analyzing progress and
progress monitoring Monitors progress using opportunities in single progress on a regular setting, and progress refining goals towards
available tools for lessons or sequence of basis monitoring across the high levels of academic
recording. lessons to monitor their 11/21/21. curriculum. achievement.
9/22/20 own progress toward 4/20/22
class or individual goals.
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In some of my This CSTP was part of my In 7th grade I am Students self assess and
assignments I include a POP cycle this year and I teaching the students to make goals for
SEL question as to how feel I have improved in be active readers and to themselves throughout
comfortable they are with this area. I can include question their the year at the end of
the topic and if they feel monitoring for the understanding as they each trimester.
that they need more students to consider their read informational Conferences are
instruction, information confidence level passages. For review I student-led so each
or support. All regarding the subject share quizlets and have student completes a self
assessments are returned matter and to help me students make flashcards reflection slide that has a
to students and include gauge if they are ready to in order to review section to discuss
feedback where progress through the vocabulary. I then strengths, goals for next
appropriate. lesson series. By encourage them to work semester, support needed
9/22/20 including goals I can help together to quiz one or desired along with
students see more another thereby passing areas that are a struggle.
Students are able to track purpose in the the power to them for By having students
progress by reading assignments and what we them to monitor their reflect on their
comments and having are working towards. growth and performance they can
discussions with me understanding. gain a sense of
about their work and I can provide surveys and 11/21/21 satisfaction and become
content. quick polls in order to adept at making specific
9/22/20 help students think about and attainable goals for
the topic and assess themselves.
themselves for 4/20/22
understanding.
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CSTP 5: Assessing Students for Learning
Uses available Explores use of Uses technology to design Integrates a variety of Use a wide range of
technologies to record additional technologies and implement technologies into the technologies to design,
assessments, determine to implement individual assessments, record and development, implement, and analyze
proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and provide
5.6 Using available make required results, and communicate communicate about of assessments, and for an in-depth and
technologies to communications about with administration, student learning with communication of ongoing communication
assist in assessment, student learning. colleagues, and families administration, student learning to all regarding student
analysis, and about student learning. colleagues, families, and audiences learning to all audiences.
communication of students. Ensure that 11/21/21. 4/20/22
student learning communications are
received by those who
lack access to technology.
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My school uses Google Using online textbook I have created a number
classroom and a school applications such as of assessments using
wide management Actively Learn allows different technologies.
system called Beehively students to take part in Utilizing online resources
as platforms for student reading and video means that I can create
work and parent comprehension exercises Google forms, nearpod
communication. Report and allows me to slide sets, Google slide
cards are sent home comment directly on exit tickets along with
physically and parent their answers providing more formalized pencil
conferences happen in immediate feedback. and paper assessments.
person. Should a parent Online simulations and Google forms allows easy
not be available via email gamified experience study of student
then phone calls are allows students to access strengths and
made to speak directly to content in different weaknesses for
guardians. modalities. progress identification of areas
9/22/20 reports are generated that may require
through our online reteaching. The
I am able to provide communication hub and schoolwide
feedback directly to are available at all times communication platform
students by commenting to be viewed by parents. Beehively can be used to
on their papers and by 11/21/21 send grade level or
talking to them in class. individual parent emails
My school has effective along with progress and
communication channels report cards.
set up with parents and 4/20/22
report cards are issued
after each quarter.
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CSTP 5: Assessing Students for Learning
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 communications about
lessons. Seeks to provide academic achievement. assessments in ways that individual student
Notifies families of feedback in ways that 9/22/20 support increased progress and ways to
student proficiencies, students understand. 5/5/21 learning. provide and monitor
challenges, and behavior 11/21/21 4/20/22 support.
5.7 Using assessment
issues through school Communicates with
information to share
mandated procedures. families about student Provides opportunities Communicates regularly
timely and
progress, strengths, and for comprehensible and with families to share a
comprehensible
needs at reporting timely two-way range of assessment
feedback with
periods. Contacts families communications with information that is
students and their
as needs arise regarding families to share student comprehensible and
families
struggling students or assessments, progress, responsive to individual
behavior issues. raise issues and/or student and family needs.
concerns, and guide
family support.
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CSTP 5: Assessing Students for Learning
Feedback to students on Utilizing copies of rubrics
work is given in a timely for assignments allows
manner. I often talk me to grade student work
through any issues in accurately and fairly
assignments at the while giving an
beginning of class and opportunity for
ask for student feedback. constructive feedback as
I use constructive well as praise for the
comments on written strengths in the work.
work to shape future Students can use these
performance. comments in their future
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Students’ progress grades
are posted weekly.
Students can access all
their grades on Google
Classroom as soon as I
have entered their scores.
I have student/parent
conferences once per
trimester which are
student led regarding
strengths / weaknesses
and celebrations and
goals for next semester. I
am accessible via email
and for phone
conferences should a
parent have something
specific or timely to
discuss.
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I am continuing to grade
students’ work as soon as
is feasible in order to give
timely feedback. Grades
are updated regularly
every week on our parent
communication hub so
that parents can track
CSTP 5: Assessing Students for Learning
their students’ progress.
Progress report and end
of quarter reports cards
are sent home to parents.
Student – Parent -
teacher conferences are
offered every quarter to
parents in order to
discuss strengths and
weaknesses.
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Student work is graded in

a timely manner with
pointers for improvement
shared with the students.
I often add comments of
things students could
include in their work to
strengthen it and
encourage them to
provide the most detailed
answers they can rather
than something that is
the minimum. I will be
talking with parents and
students after the break
as we review first
trimester report cards
and discuss strategies
students can employ to
increase their
participation and success.
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