CSTP

5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of the purposes Explores the use of Decides on the purpose Develops and adapts the Demonstrates purposeful
and characteristics of different types of pre- for assessment and skills range of appropriate use of a wide range of
formative and summative assessment, formative to be assessed to select assessments to address assessments to support
assessments. and summative appropriately matches questions about students’ differentiated student
5.1 Applying assessments. pre-, formative and learning needs and learning needs and re lect
knowledge of the summative assessments. progress. progress.
purposes, Begins to identify speci ic
characteristics, and characteristics of Selects assessments based Integrates a variety of Draws lexibility from a
uses of different assessments that yield on clear understanding of characteristics into repertoire of appropriate
types of assessments different types of the purposes and assessments to allow assessment options and
information about student characteristics of students with a ranges of characteristics to
preparedness, progress, assessments to support learning needs to maximize student
and pro iciency. student learning. demonstrate what they demonstration of
know. knowledge.
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 CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I am certainly aware that I am moving away from
different assessments traditional quiz-based/
serve different purposes. question-answer
However, I ind that I need assessments for
to improve upon and formative/summative
diversify the types of assessments. These only
assessments I provide. At serve and accurately
the beginning of the year, I assess a number of
give a formal assessment students and their
to collect data and I give a retention on skills and
summative assessment at knowledge in Social
the end of each unit. I do Studies. Students will be
need support in exploring given varying types of
different formal assessments for
assessments. I am heavily formative/summative
reliant on traditional quiz- assessments: oral
type assessments to gauge presentations on a
student understanding speci ic topic, recording
and would like to involve presentations, graphic
different types in order to presentations of a
better collect data and sequence of events, and
gauge my student’s live in-class question-
progress. 7/15/22. answer assessments
(Example: Kahoot). These
assessments measure
pro iciency, but also allow
students varied forms of
expression in order to
better meet their needs
and different learning
styles.
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CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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 on student learning. ongoing assessment data
5.2 Collecting and
processes for data Make adjustments in Uses analysis of a variety appropriate for the range
analyzing assessment
analysis and draws planning for single of data to inform planning Uses data analysis of a of learner needs.
data 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.

I collect data through Data collected from

online quiz platforms traditional assessments,
such as Kahoot, Quizziz, as well as assessments
and Quizlet which record that provide varied means
grouped and individual of expression inform
progress of the users. instruction and what
This is a quick at-a-glance needs to be addressed in
method to see how terms of content and skill-
students are progressing building. This
with content speci ic information is gathered
questions. I use this to from online resources
inform me of what such as Paper.Co (online
information students have tutoring), In inite Campus
retained versus what (school portal), Kahoot,
might need review. Quizzes, and assessments
7/15/22 of students grades using
rubrics to measure
accuracy and growth.
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CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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 identi ies with colleagues to identify colleagues to analyze identify and address
monitor student learning needs of trends and patterns student thinking and causes for achievement
learning individual students. among groups of students. identify underlying causes patterns and trends.
for trends.
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CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Our grade level meets
weekly to discuss our
students, their progress,
and any major changes
that we’ve observed in the
data we’ve collected. We
use this to identify trends
within our subgroups and
this informs any other
techniques we need to
integrate.
7/15/22

In meetings with
department and grade
level, we collaborate to
identify which subgroups
of students need more
support based on the data
collected. This informs
each of us, in the 8th
grade team and in the
History department, what
types of supports we need
to implement to better
serve our students. These
support look like reading/
writing scaffolds for text-
based assignments,
collaborating with Special
Ed. to adjust assessments,
and identifying supports
from other teachers that
are successful.
8.6.22

 CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Uses data from Uses data from available Uses a variety of Uses a broad range of data Re lects on data
assessments provided by assessments to establish assessment data to set to set learning goals for continuously to make
site and district to set content-based learning student learning goals for content and academic ongoing re inements 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 ill 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 modi ications Plans differentiated Uses data systematically
and modify guidelines. instruction to address to instruction to meet instruction targeted to to re ine planning,
instruction learning needs of students’ diverse learning meet individual and group differentiate instruction,
individual students. needs. learning needs. and make ongoing
adjustments to match the
Modi ies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments.
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 CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I use ELA testing data Every class period is
from the year prior to different and brings its
inform what scaffolds are own set of needs/
needed, especially for our adjustments to a lesson.
subgroups. This informs By collecting and
what should be addressed assessing data from each
within a non- iction text- class period with it’s own
based class. subset of learners, this
informs what adjustments
Testing data also shows need to be made in order
what supports should be to better convey content
implemented in order to and skill-building
modify instruction and exercises to each class.
how I can implement 8.6.22
supports to meet student
needs. By doing this, I can
better understand how to
breakdown lessons and
social studies concepts.
7/15/22

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 sequence for learning content and related to content, setting, and progress
5.5 Involving all Recognizes the need for of lessons that include academic language academic language, and monitoring.
students in self- individual learning goals. goal setting exercises. development. individual skills.
assessment, goal- Develops students’ meta-
setting, and progress Monitors progress using Provides students with Guides students to Integrates student self- cognitive skills for
monitoring available tools for opportunities in single monitor and re lect on assessment, goal setting, analyzing progress and
recording. lessons or sequence of progress on a regular and progress monitoring re ining goals towards
lessons to monitor their basis. across the curriculum. high levels of academic
own progress toward achievement.
class or individual goals.
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 CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Students are guided During major projects
through a process to self- which are chucked and
assess base on a rubric on divided up over a number
long-form summative of class period, students
assignments. These are required to self-assess
procedures show students based on the rubric
how to re lect on their provided for that portion
work and progress from of the project. This gives
one unit to the next. students a guide of my
expectations and provides
Additionally, students are an opportunity to re lect
given resources to on their progress and to
monitor their progress set goals for themselves.
throughout the semester When this is done on a
to gauge themselves on a regular basis, students
regular basis. can gauge their progress
7/15/22 consistently.
8.6.22

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
5.6 Using available pro iciency levels, and assessments, record analyze results, and implementation, analysis assessments and provides
technologies to assist make required results, and communicate communicate about of assessments, and for an in depth and
in assessment, communications about with administration, student learning with communication of student ongoing communication
analysis, and student learning. colleagues, and families administration, learning to all audiences. regarding student
communication of about student learning. colleagues, families, and learning to all audiences.
student learning students. Ensure that
communications are
received by those who
lack access to technology.
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CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Varied use of technologies
and online learning
platforms aids in
supporting student
learning. I use PearDeck,
Newsela, Quizziz, Gmail/
Google docs/slides/
sheets/classroom in order
to support student
learning.

Additionally,
administration, students,
and student guardians
have access to these
platforms in order to
communicate with me
and students and to
monitor their progress.
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As I am still developing a
set of technological skills I
am relatively comfortable
with, I can state that
technology plays a pivotal
role in my classroom.
This school year, I will
employ a greater number
of lessons based around
the use of technology.
However, I will start the
year with lessons on
digital literacy in order to
set students up for
success early on.
8.6.22

 CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

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. Seeks strategies for improving and informal assessments communications about
5.7 Using assessment to provide feedback in academic achievement. in ways that support individual student
information to share Noti ies families of ways that students increased learning. progress and ways to
timely and student pro iciencies, understand. Provides opportunities for provide and monitor
comprehensible challenges, and behavior 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.
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CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Students receive feedback Students receive feedback
directly on their (based on a scoring rubric
assignments as everything if applicable) for an
is linked in Google assignment within two
Classroom. All work is weeks of the assignment
graded on a rubric related being turned in. While
to the type of assignment students wait for their
so students are aware of assignments, they receive
expectations. Feedback is real-time feedback from
provided in a comment on me in class when asking
an assignment which can questions and getting
be seen by ll who have support with their in-class
access to a student’s assignments. Students
account (educators, also have opportunities to
admin, guardians). schedule a time with me
to receive additional
Communication takes support and feedback
place as needed based on during designated times
student progress, needs, throughout the week.
and documentation. Feedback occurs through
7/15/22 Google Classroom in
comments on the
assigned document which
students can review at
their own pace. Admin,
guardians, and students
have access to this
information.
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