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
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.
Decides on the purpose
for assessment and skills
to be assessed to select
appropriately matched
pre-, formative and
summative assessments.
Selects assessments
based on clear
understanding of the
purposes and
characteristics of
assessments to support
student learning.
Lessons have progress
monitoring throughout.
Assessments are
reviewed to identify
where the student
struggles and where we
need to focus for growth.
Learning goals are
established and that
student must show a level
of understanding at the
beginning of the lesson
during and after the
lesson.
7/25/2021
Teacher and students
reflect on the successes of
the class and of individual
students to determine the
level of understanding of
the content.10/2021
10/20/2021
Develops and adapts the Demonstrates purposeful
range of appropriate use of a wide range of
assessments to address assessments to support
questions about students’ differentiated student
learning needs and learning needs and reflect
progress. progress.
Integrates a variety of Draws flexibility from a
characteristics into repertoire of appropriate
assessments to allow assessment options and
students with a ranges of characteristics to
learning needs to maximize student
demonstrate what they demonstration of
know. knowledge.
I have been able to learn
how to give assessments
before, during, and after
lessons to see what my
students are
understanding. I review
former assessments from
past lessons and previous
years to get ideas on how
and what to asses. My
co-teacher and I have
recently used Rubistar to
help with creating a
rubric for History
projects. 4/2022
CSTP 5: Assessing Students for Learning
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
5.2 Collecting and Follows required on student learning. ongoing assessment data
analyzing processes for data Make adjustments in Uses analysis of a variety appropriate for the range
assessment data analysis and draws planning for single of data to inform planning Uses data analysis of a of learner needs.
from a variety of conclusions about student lessons or sequence of and differentiation of broad range of
sources to inform learning lessons based on analysis instruction. assessments to provide Uses results of ongoing
instruction. of assessment data. comprehensive data analysis to plan and
information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction.
Learning goals are Teacher identifies and
established and that uses multiple sources of
student must show a level information to inform his
of understanding at the or her understanding of
beginning of the lesson student progress toward
during and after the meeting learning goals
lesson. 10/20/2021 4/22
I reflect on the successes
of the class and of
individual students to
determine the level of
understanding of the
content.7/25/2021

Possible assessments
essays
performance tasks
student journals
teacher observations
discussion with
students7/25/2021
CSTP 5: Assessing Students for Learning
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 with learning individually and individually and with colleagues ability to
with colleagues, to district processes. colleagues and identifies with colleagues to colleagues to analyze identify and address
monitor student learning needs of identify trends and student thinking and causes for achievement
learning individual students. patterns among groups of identify underlying patterns and trends.
students. causes for trends.
Review the assessment After assessing students
date with the ELL team Teacher identifies work I make an action
and see if the student and uses multiple plan for what is next. I
needs more intervention sources of review this with my
with our ELl specialist. co-teacher and what she
weekly meeting and information to inform recommends.4/2022
emails to the ELL team for his or her
ongoing monitoring with understanding of
the students to determine student progress
if learning goals need to toward meeting
be modified. to coincide
with the abilities of the learning goal
ELL student, 7/25/2021 10/20/2021
CSTP 5: Assessing Students for Learning
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
Modifies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments.
I am prepared with a Student learning goals are
plan for students or a Teacher uses a variety updated frequently and
group of students to of assessment data to made aware. Students are
understand content. set student learning placed in specific groups
I redirect students who goals for content and to target a certain
need extra help. I academic language. learning need.4/2022
strengthen the lessons to
Plans differentiated
improve the level of
understanding. especially
lessons and
for students that show modifications to
mastery. instruction to meet
I continue to use students’ diverse
assessment to adjust learning needs
instruction for student 10/20/2021
needs 7/25/2021

Learning goals are

updated frequently
based on periodic
assessment of student
progress10/20/2021
CSTP 5: Assessing Students for Learning
Informs students about Begins to encourage
learning objectives, students to establish
outcomes, and summative learning goals through
assessment results. single lessons or
Recognizes the need for sequence of lessons that
5.5 Involving all
individual learning goals. include goal setting
students in
exercises.
self-assessment,
Monitors progress using
goal-setting, and
available tools for Provides students with
progress monitoring
recording. opportunities in single
lessons or sequence of
lessons to monitor their
own progress toward
class or individual goals.
I give students time to
reflect and revise work. to
help with mastery ,
I remind students
throughout the lesson the
learning objectives and
give them several
methods to choose from
to assess their work ex:
essays, mastery tests and
performance activities.
I always provide a rubric
and examples for
students to understand
what criteria I am looking
for 7/25/2021.
Models and scaffolds Implements structures for Provides systematic
student self-assessment students to self-assess opportunities for student
and goal setting processes and set learning goals self-assessment, goal
for learning content and related to content, setting, and progress
academic language academic language, and monitoring.
development. individual skills.
Develops students’
Guides students to Integrates student meta-cognitive skills for
monitor and reflect on self-assessment, goal analyzing progress and
progress on a regular setting, and progress refining goals towards
basis. monitoring across the high levels of academic
curriculum. achievement.
Students have guided
Models and scaffolds notes to use to check for
student understanding on lessons,
self-assessment and activities, and
goal setting processes independent work.
for learning content Students are told
explicitly about rubrics
and academic language
and what is expected of
development. them. Students
Guides students to communicate their
monitor and reflect on progress with families.
progress on a regular Students know they
basis 10/20/2021 improvement is always
possible. 4/2022
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
students. Ensure that
student learning
communications are
received by those who
lack access to technology.

I use technology like the Uses technology to design

Remind Ap to and implement
communicate with assessments, record and
students and their analyze results, and
families. communicate about
student learning with
I use technology to administration,
analyze assessment and colleagues, families, and
design new lessons and students. Ensure that
assessments communications are
received by those who
I sue technology to lack access to technology
communicate with staff 4/2022
regarding learning
abilities of students and
assessment results
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
5.7 Using assessment Seeks to provide feedback academic achievement. in ways that support individual student
information to share Notifies families of in ways that students increased learning. progress and ways to
timely and student proficiencies, 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.
behavior issues.

Teacher uses
technology like the
Remind Ap to
communicate with
students and their
families.Teacher uses
technology to analyze
assessment and
design new lessons
and assessments
7/25/2021

Teachers uses
technology to
communicate with
staff regarding
learning abilities of
students and
assessment results
10/2021
CSTP 5: Assessing Students for Learning