CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Is aware of the purposes Explores the use of
and characteristics of different types of pre-
formative and summative assessment, formative
assessments. and summative
5.1 Applying assessments.
knowledge of the
purposes, Begins to identify specific
characteristics, and characteristics of
uses of different assessments that yield
types of assessments different types of
information about
student preparedness,
progress, and proficiency.
(09/28/20)
A wide range of different
pre-assessments,
formative, summative
assessments is utilized
throughout my lessons.
Some of these include
group projects, open-
ended questions provided
through Nearpod,
multiple-choice questions
provided through google
forms, and etc. It is
important to gauge
student’s level of
understanding.
Depending on the
assessment given, it lets
me know student’s area
of strengths and
weaknesses. For example,
my Pre-calculus class
were able to accurately
compute equations.
However, struggle when
it came to explaining or
Applying Integrating
Decides on the purpose Develops and adapts the
for assessment and skills range of appropriate
to be assessed to select assessments to address
appropriately matches questions about students’
pre-, formative and learning needs and
summative assessments. progress.
Selects assessments Integrates a variety of
based on clear characteristics into
understanding of the assessments to allow
purposes and students with a range of
characteristics of learning needs to
assessments to support demonstrate what they
student learning. know. (11/23/21)
I would rate myself as
integrating for this
element. Some different
range of strategies
incorporated in my
formative and summative
assessments include
word banks, sentence
starters, translated
instructions, visuals,
bolded print, multiple-
choice, and all DOK level
forms of questioning. It is
critical to understand
each student individual
needs and adjust
according to their needs.
(04/26/21)
Some assessments are
modified if a student for
example has a specific
accommodation listed in
school’s database. For
instance, one of my
Innovating
Demonstrates purposeful
use of a wide range of
assessments to support
differentiated student
learning needs and reflect
progress. (04/04/22)
Draws flexibility from a
repertoire of appropriate
assessment options and
characteristics to
maximize student
demonstration of
knowledge.
To utilize a wide range of
assessment to support
students, I provide my
student’s with both an
online and written
version of their
summative and formative
assessments. In these
online assessments I
would use Mastery
Connect or Desmos
platform. My rationale for
using these types of
assessments is to provide
students with the
opportunity of a different
platform that helps them
annotate their work. For
the written portion, I
provide space to write
and show their work.
(04/04/22)
CSTP 5: Assessing Students for Learning
Element Emerging
Use data from required
assessments to assess
student learning.
Follows required
5.2 Collecting and
processes for data
analyzing
analysis and draws
assessment data
conclusions about
from a variety of
student learning
sources to inform
(09/27/20)
instruction.
The data from the
summative assessments
are analyzed and
compared through a
platform called Master
Connect. Through this
platform, I was able to
analyze what specific
standards each period
was performing very well
or very poorly. As a
result, for the next lesson
I created a self-guided
reteach lesson for the
students. The lesson
incorporated standards
where they were
Exploring Applying Integrating Innovating
justifying their student’s has a hard time
mathematical reasoning. reading small print, so I
would double the font
size. It is important to
understand each student
and make the content
accessible for all
students. (11/23/21)
Explores collecting Collects a variety of Designs and integrates an Infuses assessments
additional data using formal and informal assessment plan that strategically and
supplemental assessment data on provides formal and systematically
assessments. student learning. informal assessment data throughout instruction to
on student learning. collect ongoing
Make adjustments in Uses analysis of a variety (04/23/22) assessment data
planning for single of data to inform appropriate for the range
lessons or sequence of planning and Uses data analysis of a of learner needs.
lessons based on analysis differentiation of broad range of
of assessment data. instruction. assessments to provide Uses results of ongoing
comprehensive data analysis to plan and
information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction.
It is important to collect To effectively gather
and analyze all data in my student data and whether
formative and summative students are reaching
assessment so it can their learning goals I
properly inform me how make it a priority to
to plan effectively for my incorporate time for
upcoming lessons. formative and summative
Formative assessments assessments. Students
are normally given in the are provided with an exit
form of a google form or ticket at the end of each
zoom poll. This allows me lesson and are given 15
to easily gather the data minutes to complete. The
and categorize their exit tickets are primarily
responses according to provided through google
the lesson’s standard or forms. For the summative
topic. (03/29/21) assessment, they are
provided to student’s are
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

struggling with and It is critical to collect a the end of each major
created a Desmos activity series of data this unit and provided a
where students can includes data from review session prior to
explore and watch guided formative and summative their summative.
videos to help them assessments. These (04/23/22)
answer practice assessments are executed
questions. through I-Ready, Mastery
Connect, and Google
Forms. I found that
Mastery Connect is a
great way to compare the
results of my different
periods and as well view
what specific standard
student’s may be
struggling with. I use
these data to differentiate
my instruction and find a
new approach of teaching
a specific standard I see
most students struggling
with. (12/08/21)

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
as required by site and data individually and learning individually and individually and with colleagues ability to
district processes. with colleagues and with colleagues to colleagues to analyze identify and address
identifies learning needs identify trends and student thinking and causes for achievement
5.3 Reviewing data, of individual students. patterns among groups of identify underlying patterns and trends.
both individually and (10/12/20) students. causes for trends.
with colleagues, to (04/24/22)
monitor student Reviews and monitors a
learning variety of data on student
learning individually and
with colleagues to
identify trends and
patterns among groups of
students.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
For my school we are
given time during our
professional development
meetings to analyze and
review the assessment
data of our students. The
main platform we are
able to do this is through
Master Connect. I was
able to see what most
students were getting the
incorrect answer. It let’s
me know on a individual
basis how they are
performing. In addition, it
provides a bar graph
analyzing and comparing
data between period and
other teachers. I
collaborate among
colleagues to understand
what specific topics and
standards we need to
address with our
students.
Uses data from Uses data from available
assessments provided by assessments to establish
5.4 Using assessment
site and district to set content-based learning
data to establish
learning goals for the goals for class and
learning goals and to
class. individual students in
plan, differentiate,
single lessons or
and modify
sequences of lessons.
instruction
Plans instruction using
available curriculum Plans adjustments in
Applying
I would rate myself as
applying. For summative
assessment, the unit
exams are usually given
through Mastery Connect
platform where their
work and exact mistake
and be viewed online
after their submission of
their work. (04/27/21)
There are certain
categories students can
fall under depending on
their results from this
assessment. This has
made it very practical to
plan a re-teach
opportunity. In addition,
another platform utilize
is I-ready where teachers
can review the data and
see trends among
different grade levels,
subject areas, and classes.
(12/02/21)
Uses a variety of
assessment data to set
student learning goals for
content and academic
language.
Plans differentiated
lessons and modifications
Integrating Innovating
For the SBAC (Smarter
Balanced Assessment),
within my math
department we reviewed
the results of the practice
assessment provided to
the students. We notice
student’s had similar
standards that they were
weaker than others. My
colleagues and I
collaborated to make
Desmos lessons and
warm-ups so we can
integrate into our daily
lessons. (04/24/22)
Uses a broad range of Reflects on data
data to set learning goals continuously to make
for content and academic ongoing refinements to
language that are learning goals for content
integrated across content and academic language
standards for individuals for the fill range of
and groups. students.
Plans differentiated Uses data systematically
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
learning needs of students’ diverse learning meet individual and differentiate instruction
individual students. needs. group learning needs. (04/25/22), and make
(10/13/20) ongoing adjustments to
Modifies lessons during match the evolving
instruction based on learning needs of
informal assessments. individuals and groups.
(11/12/21)
Data that utilize from the Through department
summative assessments meeting data is
is crucial when it comes continuously reflect on to
to day to day planning. better adjust and improve
Specific days are given to student learning. Specific
students to re-teach and academic language is
allow them extra time to emphasized in their
complete prior lesson that correlates to
assignments. Students are previous formative and
appropriate assigned to summative assessments.
their break-out groups (04/19/21)
according to their Students are provided
performance on the past with small group
assessments. In those discussions and word
groups, I already gave walls to best utilize
them a prior Desmos specific academic terms
activity where I can help in their discussion. In
each group address the addition, prior to being
topic in which they are send in their group’s
struggling with the most. students can record their
ideas on
Nearpod/Desmos
platform and watch
videos explaining key
terms. (11/12/21)

Within my math
department, we make it a
priority to review the
summative assessment
data and readjust the
instruction for the
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

following weeks. In my
classroom, I notice my
student’s have a harder
time tackling word
problems due to the
heavy amount of reading.
To accommodate my
student’s needs, I provide
them with 3 reads and
graphic organizers where
they can annotate the text
online. (04/25/22)
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. (09/27/20) across the curriculum. high levels of academic
lessons to monitor their achievement(04/22/22).
own progress toward (12/03/21)
class or individual goals.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

At the end of each lesson, I would currently rate
students are given the myself as innovating.
opportunity to reflect on Students are provided
their own academic with multiple
progress and whether opportunities for student
they are meeting their self-assessment, goal
own learning goals. A setting, and progress
prior example is provided monitoring through the
to students. Students Desmos platform. For
answer the following instance, for my Algebra
questions through a 2 class my students were
collaboration board or provided with a pre-
through zoom chat. In assessment. Students
addition, students are would go through each
given a google form self-guided slide and
survey to complete check on their progress
before and after the unit after each key activity.
summative test. It is
important that student’s Students are asked to
hold themselves reflect on their level of
accountable to their understand and in what
learning goals. ways they feel they were
able to improve. Student
were given more
autonomy and
opportunities to reflect
on their own academic
performance. (12/03/21)

For student to reach high

levels of academic
achievement, it is
important that articulate
higher learning goals for
my students. I provide my
students with rubrics to
often have them see how
grading is perform and
how I would expect their
solution to be.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

(04/22/22)
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
make required results, and communicate communicate about of assessments, and provides for an in depth
communications about with administration, student learning with communication of and ongoing
5.6 Using available
student learning. colleagues, and families administration, student learning to all communication regarding
technologies to assist
(09/28/20) about student learning. colleagues, families, and audiences. student learning to all
in assessment,
students. Ensure that audiences. (04/07/22)
analysis, and
communications are Integrates a variety of
communication of
received by those who technologies into the
student learning
lack access to technology. development,
implementation, analysis
of assessments, and
communication of
student learning to all
audiences.
Some technological Technologies has been I would currently rate
resources provided by my highly implemented myself as innovating for
school site include through distance this element. I find it
Powerschool, I-ready, learning. Some of the important that I utilize a
ELlevation, Master platforms utilize to range of technology to
Connect, Nearpod, Google achieve a better analysis reach both students and
Slides, Desmos, and of assessments and their families. I found
Remind. The app called communication of Zoom, Remind app, and
Remind allows me to student learning to all google classroom Some of
communicate to both audience has been my student may have to
students and parents Powerschool, I-ready, stay home due to
about their academic ELlevation, Mastery quarantine to I found a
performance and Connect, Nearpod, Google great way to keep them
proficiency levels In Slides, Desmos, and posted is through Google
addition, Desmos given Remind. Mastery Connect Classroom and making
frequently in my lessons has made it possible for announcement.
allows me to record students to receive timely (04/07/22)
student responses to feedback on their work
their activities and and gauge what specific
provide them individual areas students still hold
feedback. misconceptions.
(04/29/21)
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I found a great way to

utilize technology is to
increase the amount of
communication I have
with my students. I often
will use Zoom as a source
of office hours for any of
my student’s who have
remaining questions or
who need additional help.
(12/08/21)
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. (03/25/22)
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.
behavior issues. (09/28/20)
Students are given clear Families are To facilitate student
and timely information communicated with on a leadership in my
regarding their strengths bi-weekly basis. Tools classroom, I find it
and areas of utilize to effectively important to provide
improvement through communicate with students with group roles
multiple platforms. This families includes email, when they are given a
include office hours google classroom, group activity or project
which is held through PowerSchool and the to complete. Those in the
zoom meetings, emails, Remind app. (04/12/21) leadership position are
remind texts/calls, and given a checklist of what
announcements in google Students and their is being asked to
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

classroom. I communicate families are provided complete of them and
clearly with both with their login their group. By the end of
students and parents information to view their the activity/project
regarding students’ up-to-date scores on students can reflect on
assessments, concerns, or individual assignments well they did. The
any support families and grade as a whole reflection is normally
might need. class. In addition, using provided to them through
the Remind app helps to google forms. Students
directly communicate receive feedback on their
with parent’s regarding work based off the rubric
academic or behavioral at then end. (03/35/22)
concerns. (12/02/21)