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 reflect
summative assessments. progress. 12/1/21Still progress.
7/18/21 here 3/2022
Draws flexibility from a
Selects assessments Integrates a variety of repertoire of appropriate
based on clear characteristics into assessment options and
understanding of the assessments to allow characteristics to
purposes and students with a ranges of maximize student
characteristics of learning needs to demonstration of
assessments to support demonstrate what they knowledge.
student learning. know. 12/1/21Still here
7/18/21 3/2022
CSTP 5: Assessing Students for Learning
All summative The assessments that we
assessments are reviewed have created for students
by the department head are all layered with
to confirm that it assesses different skills that build
the specific standard and on one another. For
skill. These assessments example, they may start
are not restricted to one off identifying vocabulary
format (exam). I like to do but towards the end, they
a mixture of both, a need to analyze the
traditional exam and a connotation of the word
project based assessment. and how it effects the
The exam can cover reader.
simple concepts taught
and the project is the
application of the
concept. For example, the
exam may have questions
about poetic devices but
the project would require
the students to use poetic
devices within an original
poem from the student.

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
Follows required 7/18/2112/1/21 on student ongoing assessment data
5.2 Collecting and
processes for data Make adjustments in learning.4/2022 appropriate for the range
analyzing
analysis and draws planning for single Uses analysis of a variety of learner needs.
assessment data
conclusions about student lessons or sequence of of data to inform planning Uses data analysis of a
from a variety of
learning lessons based on analysis and differentiation of broad range of Uses results of ongoing
sources to inform
of assessment data. instruction.12/1/21 assessments to provide data analysis to plan and
instruction.
7/18/21 comprehensive differentiate instruction
information to guide for maximum academic
planning and success.
differentiation of
instruction. 4/2022
CSTP 5: Assessing Students for Learning
While I do have a lot of
data collected, I haven’t
had enough time to
analyze it to differentiate
instruction. I have only
used it to help inform my
lesson planning in terms
of pacing and/or review.
Reviews and monitors Reviews and monitors
5.3 Reviewing data, available assessment data additional assessment
both individually and as required by site and data individually and with
with colleagues, to district processes. colleagues and identifies
monitor student learning needs of
learning individual students.
7/18/21
I would have informal
assessments like journal
writing, worksheets, etc. I
also keep hold of exams
and rubrics from projects.
We keep track of the
different assessments
that students do in each
grade. This way teachers
can be sure to give a
range of assessments to
students.
Reviews and monitors a
variety of data on student
learning individually and
with colleagues to
identify trends and
patterns among groups of
students. 12/1/21
This is the area that I
really wanted to improve
in and I believe that I did.
I was able to breakdown
the information from the
NWEA MAP scores and
use them to help prepare
for my lessons in term 4. I
looked at where my
whole class instruction
would be, RTI, and high
level students. I was able
to see exactly which skills
I could work on with my
students.
Reviews and monitors a Facilitates collaborative
broad range of data work and fosters
individually and with colleagues ability to
colleagues to analyze identify and address
student thinking and causes for achievement
identify underlying patterns and trends.
causes for trends. 4/2022
CSTP 5: Assessing Students for Learning
During the school year, We attended a NWEA I met with the college
teachers are asked to MAP training on how to counselors because I was
meet with the director to analyze the data from curious to know if there
share observations of students. We take a look was a general trend with
students. We will address at students individually, our MAP scores and
their needs at this classes, and also by grade students SATS. It turns
meeting. If Student A has to identify trends. We out there was definitely a
struggled in my English tackle on the areas where strong relationship
class, Student A’s other students are performing between the two scores.
subject teachers will also the lowest. For example, This was great to step out
share their observations. literature skills seems to of my class, my
be more challenging for department, and meet the
students than nonficture, college counseling team.
so we may bring in more We all have the same
short stories. goals for our students, yet
we never had time to
meet and chat about the
trends we both see.
CSTP 5: Assessing Students for Learning
Uses data from Uses data from available
assessments provided by assessments to establish
site and district to set content-based learning
learning goals for the goals for class and
class. individual students in
5.4 Using assessment single lessons or
data to establish sequences of lessons.
learning goals and to Plans instruction using 7/18/21
plan, differentiate, available curriculum
and modify guidelines. Plans adjustments in
instruction instruction to address
learning needs of
individual students.
7/18/21
Our students take the
NWEA MAP tests twice a
year, with this
information students are
grouped together based
on their skills and
comprehension. This
makes it easier for
teachers to plan for their
classes since there is not a
wide range of content
knowledge.
Uses a variety of Uses a broad range of Reflects on data
assessment data to set data to set learning goals continuously to make
student learning goals for for content and academic ongoing refinements to
content and academic language that are learning goals for content
language.12/1/21 integrated across content and academic language
standards for individuals for the fill range of
and groups.4/2022 students.
Plans differentiated
lessons and modifications Plans differentiated Uses data systematically
to instruction to meet instruction targeted to to refine planning,
students’ diverse learning meet individual and differentiate instruction,
needs.12/1/21 group learning needs. and make ongoing
adjustments to match the
Modifies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments.
By using a variety of We have so much data
assessments we are able available to us at school.
to make learning more We can check students
personalized for our MAP scores, lexiles
students. We have (Achieve 3000), general
assignments that require English topics
students to engage in (NoRedInk), GPA, scores
class discussions, but we in other classes and more.
also include assignments This type of information
that require quiet has been really helpful for
independent work. This is use to identify a students
important because strengths and
although we want weaknesses. After getting
students to engage in this information, we can
class discussions, many adjust our lesson plans.
students may feel
intimidated by this type
of instruction. We need to
make sure we have
activities that fit all
students and their needs.
CSTP 5: Assessing Students for Learning
Informs students about Begins to encourage Models and scaffolds Implements structures for Provides systematic
learning objectives, students to establish student self-assessment students to self-assess opportunities for student
outcomes, and summative learning goals through and goal setting processes and set learning goals self-assessment, goal
assessment results. single lessons or for learning content and related to content, setting, and progress
Recognizes the need for sequence of lessons that academic language academic language, and monitoring.
5.5 Involving all
individual learning goals. include goal setting development. 7/18/21 individual skills.
students in
exercises. 12/1/21 3/2022 Develops students’
self-assessment,
Monitors progress using Integrates student meta-cognitive skills for
goal-setting, and
available tools for Provides students with Guides students to self-assessment, goal analyzing progress and
progress monitoring
recording. opportunities in single monitor and reflect on setting, and progress refining goals towards
lessons or sequence of progress on a regular monitoring across the high levels of academic
lessons to monitor their basis. curriculum. achievement.
own progress toward 7/18/2112/1/21Still
class or individual goals. here 3/2022
Students are always given With the MAP data, you
rubrics for their essays can print out a student
and projects. We spend a goal worksheet. Students
significant amount of time use the sheet to
on how to get full marks. understand what their
When possible, we share scores mean. It shoes
past student examples or their performance
teachers make their own compared to their entire
examples to share. class and those students
in America.
CSTP 5: Assessing Students for Learning
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 provides
5.6 Using available
make required results, and communicate communicate about of assessments, and for an in depth and
technologies to assist
communications about with administration, student learning with communication of ongoing communication
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
7/18/21 students. Ensure that
student learning
communications are
received by those who
lack access to
technology.12/1/21
We use Google Classroom, All of our summatives are All of the student data
iSchool, Turnitin, and recorded in the and results can be found
other technology to gradebook and samples of on the gradebook system
record and assess student high, medium, low papers our director created.
work. All parents or legal are photocopied. We use Teacher’s could even look
guardians have access to this to help facilitate into other gradebooks to
check on student work or discussions and work on see how students are
communicate with the moderated performing. Students also
teacher. grading/expectations. In have access to this.
addition, the NWEA MAP Transparency is
growth reports are sent important and it helps
home twice a school year students to be more
for students and parents involved in the progress
to review. on their grades.
CSTP 5: Assessing Students for Learning
Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
feedback through additional feedback based clear and timely sharing of leadership in seeking and
assessed work and on formative assessments information about comprehensible feedback using ongoing
required summative from single lessons or strengths, needs, and to students from formal comprehensible
assessments. sequence of lessons. strategies for improving and informal assessments communications about
Seeks to provide feedback academic achievement. in ways that support individual student
5.7 Using assessment Notifies families of in ways that students 7/18/21 increased progress and ways to
information to share student proficiencies, understand. learning.12/1/21Still provide and monitor
timely and challenges, and behavior Provides opportunities here 3/2022 support.
comprehensible issues through school Communicates with for comprehensible and
feedback with mandated procedures. families about student timely two-way Communicates regularly
students and their progress, strengths, and communications with with families to share a
families needs at reporting families to share student range of assessment
periods. Contacts families assessments, progress, information that is
as needs arise regarding raise issues and/or comprehensible and
struggling students or concerns, and guide responsive to individual
behavior issues. family support. student and family needs.
7/18/2112/1/21Still
here 3/2022
We have parent teacher Almost everything that
conferences two times a the students work on
year. Parents are also receive timely feedback,
given our work email whether it’s formal or
address to share any informal. I also have a lot
concerns they may have. of one-on-one meetings
Our ischool account with students since we
records attendance and have smaller classes this
behavior that is shared year. By using digital tools
with the parents. In like Google Docs, it’s easy
addition, the students to leave feedback for
have homeroom teachers students that can be
who also communicate accessed at any time and
with teachers and with parents.
parents. Parents can also
schedule meetings with Language barrier and
teachers if they have covid restrictions make it
further concerns to very challenging to
discuss. connect with parents and
the community.
CSTP 5: Assessing Students for Learning