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
assessments. pre-, formative and learning needs and learning needs and re>lect
5.1 Applying summative assessments. progress. progress.
knowledge of the
purposes,
Begins to identify speci>ic (7/16/22)
characteristics of Selects assessments based Integrates a variety of
characteristics, and assessments that yield on clear understanding of characteristics into Draws >lexibility from a
uses of different different types of the purposes and assessments to allow repertoire of appropriate
types of assessments information about student characteristics of students with a ranges of assessment options and
preparedness, progress, assessments to support learning needs to characteristics to
and pro>iciency. student learning. demonstrate what they maximize student
know. demonstration of
(7/16/22) knowledge.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I use different forms of I use Checks for
assessments in order to Understanding
allow all students to throughout lessons to
demonstrate their monitor student progress
mastery. For example, and needs. For example, I
students may choose determine a set of
different forms of questions I will ask of
resources to use; Google students in order to
Docs, Slides or Drawings demonstrate their
when writing. Some understanding. After
students have chosen to lessons, students
create a comic strip to complete formative
illustrate the summary of assessments to self-re>lect
a >iction work, while other and show their
may write their responses understanding. I use this
in a document. data in order to plan for
(7/16/22/) instruction based on
individual and class
needs.
(7/16/22/)

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 (7/16/22) on student learning. ongoing assessment data
processes for data Make adjustments in appropriate for the range
analyzing assessment
analysis and draws planning for single Uses analysis of a variety Uses data analysis of a of learner needs.
data from a variety of
conclusions about student lessons or sequence of of data to inform planning broad range of
sources to inform
learning lessons based on analysis and differentiation of assessments to provide Uses results of ongoing
instruction.
of assessment data. instruction. comprehensive data analysis to plan and
(7/16/22) (12/5/22) information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I use information and I used assessments to
assessment data to plan track student learning.
for the next lesson or These assessments are
sequence of lessons. I formal and informal. I
determined whether listen to students discuss
appropriate progress was with peers, and use
made or if more student responses to
instruction is needed. determine next steps.
(7/16/22/) (7/16/22/)

I use observations,
formal assessments
and informal
assessments in order
to choose appropriate
texts for individual
and groups of
students
(12/5/22)

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.
(7/16/22) for trends.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

As teachers, we meet to
discuss student data in
regards to the STAR
Reading and Math
assessments. As a team,
we determine areas of
strengths and weaknesses
in students’ reading skills,
and use this information
throughout all curriculum
and instruction.
(7/16/22/)
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
single lessons or standards for individuals for the >ill range of
5.4 Using assessment
sequences of lessons. and groups. students.
data to establish
learning goals and to
Plans instruction using (7/16/22) Plans differentiated
available curriculum lessons and modi>ications Plans differentiated Uses data systematically
plan, differentiate,
guidelines. Plans adjustments in to instruction to meet instruction targeted to to re>ine planning,
and modify
instruction to address students’ diverse learning meet individual and group differentiate instruction,
instruction
learning needs of needs. learning needs. and make ongoing
individual students. (7/16/22) adjustments to match the
Modi>ies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments.
(12/5/22)
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I use formal assessments Student groups are The pacing of my lessons
and STAR Reading created using data from have improved
assessments to establish assessments. Most often, as I incorporate more
learning goals. I use this students are grouped with frequent
information to determine peers of different skills checks for understanding
what skills need to be levels. This way, built in and
taught in order to make supports are provided make adjustments based
progress towards and student learning can on the information
standards. be attained. gained.
(7/16/22/) (7/16/22/) (12/5/22)

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- (7/16/22) Develops students’ meta-
setting, and progress Monitors progress using Provides students with Integrates student self- cognitive skills for
monitoring available tools for opportunities in single Guides students to assessment, goal setting, analyzing progress and
recording. lessons or sequence of monitor and re>lect on and progress monitoring re>ining goals towards
lessons to monitor their progress on a regular across the curriculum. high levels of academic
own progress toward basis. (7/16/22) achievement.
class or individual goals.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I used self-assessments at I used self-assessments at
the end of longer lessons the end of longer lessons
or sequence of lessons. I or sequence of lessons. I
model my own thinking model my own thinking
and use appropriate and use appropriate
academic language. academic language.
Students then monitor Students then monitor
their own progress. their own progress.
(7/16/22/) (7/16/22/)

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 (7/16/22) learning to all audiences.
student learning students. Ensure that
communications are
received by those who
lack access to technology.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I use Schoology school
management system to
communicate classroom
activities and student
grades. Grades are
updated on a weekly
basis, and appropriate
feedback is provided to
individual students. As a
team, we send a digital
newsletter that shares
important dates and
assignments.
(7/16/22)
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
to provide feedback in academic achievement. in ways that support individual student
5.7 Using assessment Noti>ies families of ways that students (7/16/22) increased learning. progress and ways to
information to share student pro>iciencies, understand. (12/5/22) provide and monitor
timely and challenges, and behavior support.
Provides opportunities for
comprehensible issues through school Communicates with Communicates regularly
comprehensible and
feedback with mandated procedures. families about student with families to share a
timely two-way
students and their progress, strengths, and range of assessment
communications with
families needs at reporting information that is
families to share student
periods. Contacts families assessments, progress, comprehensible and
as needs arise regarding raise issues and/or responsive to individual
struggling students or concerns, and guide student and family needs.
behavior issues. family support.
(7/16/22)
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

When students turn in Instead of providing
writing assignments, I feedback after, I am
provide feedback in the providing
form of comments. The feedback throughout the
comments are focused writing process in order
entirely on the students to address
progress toward the speci>ic needs of
speci>ic learning goals of individual students.
the assignment. Students (12/5/22)
and parents can message
me with any questions or
clari>ication in regards to
feedback or grades.
(7/16/22)