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.
The pre-assessment that we
do includes the admissions
packet, where the guardians
of the child provide
information on past
schooling experience, if any,
cultural backgrounds,
lifestyle, eating habits,
personality traits, and more.
I also do the formal
assessments that include
mostly academic
components, but also a
couple of components
related to social-emotional
development such as being
able to follow 2-3 step
instructions and getting
along in a group. I am eager
to learn more ideas and
deliveries for providing
summative assessments and
this is an area that I would
like to focus on. 9/22/20
Applying Integrating Innovating
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. progress.
Selects assessments Integrates a variety of Draws flexibility from a
based on clear characteristics into repertoire of appropriate
understanding of the assessments to allow assessment options and
purposes and students with a ranges of characteristics to
characteristics of learning needs to maximize student
assessments to support demonstrate what they demonstration of
student learning. know. knowledge.
I explore the use of I use informal
different assessments assessments such as exit
through discussion, tickets and thumbs up
worksheets, thumbs and thumbs down
up/down, exit tickets, and questions, formal
educational activities. assessments, and
summative assessments
Some assessments I have that are comprehensive.
done did not show These assessments help
enough information that I guide me in
wanted to know so I understanding my
stopped using that one. I students’ learning needs
have found the quick and their progress.
thumbs up/ down Fall 2021
assessment has worked
because students keep I tried out a new
them to their chest, so strategy with a recent
they do not feel lesson involving a
embarrassed.
4/22/21 multiple choice
informal assessment.
The strategy involves
the polling feature
available in Zoom so it
was perfect for online
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

instruction but after
using it, I believe it
worked so well that it
can definitely by
applied to regular
instruction in the
classroom just using a
similar tool/website
that provides the same
feature. The entire
class was asked to read
over each question and
choose their solution
within the given time
limit and then the
results were displayed
anonymously on the
board. I noticed the
level of engagement
was much higher and
students were given
opportunities to justify
their answers.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Use data from required Explores collecting
assessments to assess additional data using
student learning. supplemental
assessments.
5.2 Collecting and Follows required
analyzing processes for data Make adjustments in
assessment data analysis and draws planning for single
from a variety of conclusions about lessons or sequence of
sources to inform student learning lessons based on analysis
instruction. of assessment data.
I follow our standard
curriculum but will also
move things around are
use outside sources as
needed to provide the
appropriate/necessary
learning content for my
students based on their
assessment date. For
example, I know that my
students are learning
about graphing and my
curriculum has graphing
ideas and lessons within
it, however, I feel that it is
too difficult for my class
this year, so I referred to
outside resources online
to find a graphing lesson
(same concept still) that
was more at level with
my students. 9/22/20
Applying
Collects a variety of
formal and informal
assessment data on
student learning.
Uses analysis of a variety
of data to inform
planning and
differentiation of
instruction.
I am always exploring
new ways to assess the
students throughout the
day that can be more
beneficial. This is
something that I
implement but I do not
feel is one of my
strongest areas.
After receiving the
assessment results, I
adjust my lesson or
prepare my following
day’s lesson differently to
support my students’
understanding.
4/21/21
Integrating Innovating
Designs and integrates an Infuses assessments
assessment plan that strategically and
provides formal and systematically
informal assessment data throughout instruction to
on student learning. collect ongoing
assessment data
Uses data analysis of a appropriate for the range
broad range of of learner needs.
assessments to provide
comprehensive Uses results of ongoing
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
I have learned to use
Google Classroom to
track the data I gather
from my students’
informal and formal
assessments. This
technology has been
helpful in organizing and
in creating an easy-to-
read visual of my
students’ strengths and
areas for growth as well
as the progress they've
made throughout the
school year.
Fall 2021
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
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 colleagues, to district processes. with colleagues and
monitor student identifies learning needs
learning of individual students.
My grade level colleague
and I meet every week to
discuss our students and
their individual
assessments and learning
needs. We come up with a
game plan for individual
students and try to
implement the ideas the
following day. For
example, I meet with each
student individual at
some point during the
day to provide one-on-
one attention for a special
learning need, such as
letter formations when
writing their first name. I
am still trying to figure
out how to be the most
efficient with this without
spending too much time
on it. 9/22/20
Applying Integrating Innovating
Reviews and monitors a Reviews and monitors a Facilitates collaborative
variety of data on student broad range of data work and fosters
learning individually and individually and with colleagues ability to
with colleagues to colleagues to analyze identify and address
identify trends and student thinking and causes for achievement
patterns among groups of identify underlying patterns and trends.
students. causes for trends.
With summative My colleague and I meet
assessments, I discuss once a week to analyze
with the other student date regarding
Kindergarten teacher on student thinking and we
what can be a good next brainstorm ideas that
step after examining the might be causing any
assessment information. underlying trends
It helps me plan for whether in overall
further lessons and student success or
decide what other student lack of success.
teaching methods I can It’s also helpful as I have
use to support my got to know my students
students. to see which types of
4/22/21 learning styles thrive in
one particular concept
while other learning
styles struggle and my
colleague and I discuss
why this might be and
how to solve this.
Together we are able to
figure out what about our
lessons was successful in
our classrooms.
Fall 2021
At the new school I am
teaching at, we have a
learning specialist
working with the
teachers for each grade
level and she hosts
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

these grade level
meetings once a
month. At the
meetings, all students
in that grade level that
are currently struggling
are discussed where
the teachers of that
student will provide
information on what
has been working, what
has not worked, etc.
regarding the student.
Collaboratively, we
come up with a plan to
help these students in
need. The level of
collaboration is high
and I feel a lot more
confident going
forward with helping
the student. 

5.4 Using assessment Uses data from Uses data from available Uses a variety of Uses a broad range of Reflects on data
data to establish assessments provided by assessments to establish assessment data to set data to set learning goals continuously to make
learning goals and to site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
plan, differentiate, learning goals for the goals for class and content and academic language that are learning goals for content
and modify class. individual students in language. integrated across content and academic language
instruction single lessons or standards for individuals for the fill range of
sequences of lessons. and groups. students.
Plans instruction using Plans differentiated
available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
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. and make ongoing
adjustments to match the
Modifies lessons during evolving learning needs
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
I differentiate instruction using
my assessment date and
establish learning goals that are
adjusted to students’ needs. For
example, each day I have my
class do Morning Work- they
have 10 minutes to complete it.
However, several of them
cannot complete the whole
thing in that time, whereas
others fly through it. So, for my
lower level students, I have
them focus on just the name
writing portion of their morning
work and have them really focus
on correct pencil group and
letter formation using our
writing lines, and for my high
level students, I will have them
do the entire morning work
including name, letter of the day
tracing, and ten frame practice
and will have them work on
writing their last name as well,
as this would be an extension
and challenge for this group.
9/22/20
Informs students about Begins to encourage
learning objectives, students to establish
outcomes, and learning goals through
summative assessment single lessons or
results. Recognizes the sequence of lessons that
5.5 Involving all
need for individual include goal setting
students in self-
learning goals. exercises.
assessment, goal-
setting, and progress
Monitors progress using Provides students with
monitoring
available tools for opportunities in single
recording. lessons or sequence of
lessons to monitor their
own progress toward
class or individual goals.
Applying Integrating Innovating
instruction based on of individuals and groups.
informal assessments.
Using the data from I use individual
assessments, I create assessments to help
short term goals that I reveal individual student
discuss with the class. needs, TK/kindergarten
This typically will be by level quizzes to gauge
the end of the week they overall learning and
will understand the identify knowledge gaps,
material. To not provide and summative
pressure, I discuss what assessments to catch
we will do if we do not learning roadblocks. As I
meet that goal such as approach each lesson, I
reviewing the know ahead of time
information further in where I might need to
different activities. modify my lesson during
instruction to help
Using assessments, I differentiate for my
adjust lessons to support students and support
all the students and their individuals in meeting the
learning needs. I might learning goals.
need to review something Fall 2021
I just went over or
provide more examples
to clear the confusion.
4/22/21
Models and scaffolds Implements structures Provides systematic
student self-assessment for students to self-assess opportunities for student
and goal setting and set learning goals self-assessment, goal
processes for learning related to content, setting, and progress
content and academic academic language, and monitoring.
language development. individual skills.
Develops students’ meta-
Guides students to Integrates student self- cognitive skills for
monitor and reflect on assessment, goal setting, analyzing progress and
progress on a regular and progress monitoring refining goals towards
basis. across the curriculum. high levels of academic
achievement.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I have been working on As a whole class we
trying to provide a TK/K discussed our overall
friendly rubric for my class goals and also
students, where they can thought about what our
record and check off or individual goals could be.
color in the assignments This may not be
with different learning academically but also
goals that they’ve behavior goals.
completed. Each student
also has a green folder If I am using a formative
and a red folder, the assessment throughout
green folder is completed my lesson, I refer back to
work that can go home, our goal for the lesson.
and the red folder For example, if a student
contains unfinished work gives a thumbs up during
that needs to be the lesson, they are
completed during station showing me that they are
times. 9/22/20 meeting the learning goal
and I let them know they
are reaching their goal for
the lesson.
4/22/21
I often provide my
students the opportunity
to self-assess and
formulate their individual
learning goals- I typically
do this in paper form so
that I can easily evaluate
and log the data into
Google Classroom. As
students write their
goals, I provide a writing
template to guide them in
their response and they
fill in the blank(s) with
their idea(s).
Fall 2021

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. student learning to all
communication of
students. Ensure that audiences.
student learning
communications are
received by those who
lack access to technology.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
At our school, we have a
program called iClass Pro,
where I can insert
information and notes
about each student. I also
use excel or word to
create tables that I use to
organize student
assessments records
which makes this easier
when communicating
with the families and
colleagues. 9/22/20
Applying Integrating Innovating
I use a variety of I enjoy using Seesaw to
assessments to record allow students to
student’s data. document and share what
Worksheets or traditional they learned and reflect
assessments are the best on what they’ve learned
way for me to discuss by using the camera tool
with families about their within Seesaw as well as
student’s learning. This the video recording tool.
way it is in front of them This has been a great
and they see the students “closing” to numerous
work rather than just lessons in my classroom
numbers on a computer. and helps students have
4/22/21 clarity over the overall
learning goal as well as
their own successes. This
is also something that can
be shared with
parent/guardians.
Fall 2021
I have switched from
Google Classroom to
Schoology which
functions much better
in my opinion. Students
are able to leave
feedback and
communicate with me
seamlessly on this
platform. My favorite
feature is being able to
organize material into
folders which I have
done by weeks and
additionally, I really like
the fact that students
can communicate with
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

me on specific
assignments privately. 

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.
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.
I believe I talk with my After formative I often talk with
students at a kid-friendly assessments, I parents/guardians in
level by finding a quiet acknowledge the class person before or after
space to talk to limit any with feedback letting school, email families
distractions that might them know that if we are with updates and
interrupt their making adjustments that information, hold an
understanding of what I we have not yet met our open-door policy in my
am talking about. I have learning goal. I then ask if classroom, allow
an open communication they have any questions opportunity for
plan with all of my or let me know what part conferences/meetings
families and I also have they are not with parents/guardians,
an open-door policy. I understanding. and provide
also hold formal parent “proof”/copies of student
conferences mid-year and I discuss with parents work or written
at the end of the year. almost on a daily when assessments.
9/22/20 they pick up their child Communicating with my
on how their progress is students’ families has
going and if there are any helped support my
needs that I have been students’ overall success
addressing that the in my classroom.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

parents should be aware Fall 2021
of.
4/21/21 One of the nice things
to come out of the
switch to virtual
instruction is that
parents have slowly
begun to accept the
digital format for their
kids as well as for
themselves as I have
had many parents start
scheduling Zoom
meetings with me to
discuss the class or
performance of their
student. It is very easy
to set up and all I have
to do is email them my
Zoom meeting link and
schedule a time. I find
this much more
convenient to an actual
meeting with all the
benefits as opposed to
email or phone calls.