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
knowledge of the summative assessments. progress. reflect progress.
purposes, Begins to identify specific
characteristics, and characteristics of Selects assessments Integrates a variety of Draws flexibility from a
uses of different assessments that yield based on clear characteristics into repertoire of appropriate
types of assessments different types of understanding of the assessments to allow assessment options and
information about purposes and students with a ranges of characteristics to
student preparedness, characteristics of learning needs to maximize student
progress, and proficiency. assessments to support demonstrate what they demonstration of
3-28-23 student learning. know. knowledge.
This is one area that I
need growth. I am not the
best summative
assessment writer
therefore I tend to fall
back on the textbook
questions to help me
assess what my students
have learned.

My mentor and I
discussed how I need to
create assessments that
demonstrate what skill
Evidence
my students have
learned. For instance, I
need to focus on helping
my students show that
they can find, synthesize,
and integrate the
information that they
learned in each lesson.
One area that we said
that I did well was with
my exit tickets. The
reason is that I get decent
responses from my
students. 3-28-23
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
assessments. student learning. 3-28-23 informal assessment data throughout instruction to
5.2 Collecting and Follows required on student learning. collect ongoing
analyzing processes for data Make adjustments in Uses analysis of a variety assessment data
assessment data analysis and draws planning for single of data to inform Uses data analysis of a appropriate for the range
from a variety of conclusions about lessons or sequence of planning and broad range of of learner needs.
sources to inform student learning lessons based on analysis differentiation of assessments to provide
instruction. of assessment data. instruction. 3-28-23 comprehensive Uses results of ongoing
9-19-22 information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
My mentor and I
discussed where I was
with this element and she
stated that I am at this
level because I routinely
analyze my students
during a lesson, with an
assignment, assessment,
and with exit tickets to
judge where they are
with learning the skill.
This demonstrates that I
Evidence use a variety of sources
to observe where my
students are in their
learning process.
3-28-23
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 learning individually and individually and with colleagues ability to
with colleagues, to district processes. with colleagues and with colleagues to colleagues to analyze identify and address
monitor student identifies learning needs identify trends and student thinking and causes for achievement
learning of individual students. patterns among groups of identify underlying patterns and trends.
3-28-23 students. causes for trends.
My mentor and I agreed
that this is still an area I
could use more work in
understanding how to do
effectively. However, I am
finally collaborating with
the other world history
teacher at our school to
make sure that we are
teaching the same subject
matter at the same time.
We are also doing the
same DBQ essay
assignment to see how
well our students can
Evidence synthesize and integrate
the text from the DBQs. I
have found collaborating
very helpful since we
have such challenging
students to work with
and most have special
needs that require
appropriate
accommodation.
3-28-23
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 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. 3-28-23 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 meet individual and differentiate instruction,
individual students. learning needs. 3-28-23 group learning needs. and make ongoing
adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
Again, I do need to work My mentor stated that
on connecting my she believes that I am at
knowledge from the data this level now because I
that I receive after an have been using what I
assessment to help me have learned from my
create better lessons that different assessments to
reach my students using plan my lessons and
multiple modalities. 9-19- differentiate them
22 according to my students’
needs. She also stated
that she has noticed that I
Evidence am working on
improving my learning
goals.
3-28-23
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Informs students about Begins to encourage Models and scaffolds Implements structures Provides systematic
learning objectives, students to establish student self-assessment for students to self-assess opportunities for student
outcomes, and learning goals through and goal setting and set learning goals self-assessment, goal
summative assessment single lessons or processes for learning related to content, setting, and progress
results. Recognizes the sequence of lessons that content and academic academic language, and monitoring.
5.5 Involving all
need for individual include goal setting language development. individual skills.
students in self-
learning goals. exercises. Develops students’ meta-
assessment, goal-
Guides students to Integrates student self- cognitive skills for
setting, and progress
Monitors progress using Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
monitoring
available tools for opportunities in single progress on a regular and progress monitoring refining goals towards
recording. lessons or sequence of basis. across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual goals.
Both my mentor and I
agreed that I am still
working on improving
this element this year. I
remind my students
during each lesson to ask
themselves questions
about how well they are
learning the material that
is being taught. Some
students are starting to
understand and work on
this skill of
Evidence metacognition. I have
also been instructing my
students to set a goal
each week. The first goal
that they are instructed
to turn in each
assignment to earn
credit. Then, progress
from there. They have
also been looking at their
grades a couple times per
week due to me
instructing them to do so.
3-28-23
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
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
analysis, and
about student learning. colleagues, families, and audiences. 3-28-23 regarding student
communication of
students. Ensure that learning to all audiences.
student learning
communications are
received by those who
lack access to technology.

For the last three years, I

have been using multiple
technological programs
to teach and assess my
students’ learning. Some
programs use Read aloud
text, others use
interactive videos, two
are games, and a few are
interactive notes with
polls imbedded in them.
Furthermore, the school
that I am working at has
been ahead of the curve
Evidence when it comes to
technology. Teachers and
students alike are
required to earn badges
for technology that they
have been trained in
using. That was one of
the main reasons why
our school did not have
the same difficulties that
others did in the district
during COVID. The
teachers were already
using multiple types of
technology to teach. 3-28-23
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 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 communications about
5.7 Using assessment lessons. Seeks to provide academic achievement. assessments in ways that individual student
information to share Notifies families of feedback in ways that 3-28-23 support increased progress and ways to
timely and student proficiencies, students understand. learning. provide and monitor
comprehensible challenges, and behavior Provides opportunities support.
feedback with issues through school Communicates with for comprehensible and Communicates regularly
students and their mandated procedures. families about student timely two-way with families to share a
families progress, strengths, and communications with range of assessment
needs at reporting families to share student information that is
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. 9-19-22 family support. 3-28-23
I need to work on After talking with my
improving this area. I mentor, she informed me
make comments to that I was at this level. I
students when I notice wasn’t sure if I was
that they are struggling meeting all of the
with a certain topic or requirements and thus
lesson. 9-19-22 was going to keep myself
at exploring. Since my
We are required to grade students and their
and give feedback on a parents have access to
regular basis. We are also our gradebook and I am
Evidence required to contact grading on a timely basis,
parents/guardians when they are being kept
students are struggling or informed as to how the
have behavior issues. 9- student is progressing.
19-22 Additionally, when I talk
with parents or they
email me I respond
quickly and show them
what can be done to help
improve the student’s
grade. 3-28-23