CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of the Explores the use of different types of Decides on the purpose for Develops and adapts Demonstrates
purposes and pre-assessment, formative and assessment and skills to be the range of purposeful use of a wide
characteristics of summative assessments. assessed to select appropriately appropriate range of assessments to
formative and matches pre-, formative and assessments to support differentiated
summative Begins to identify specific summative assessments. address questions student learning needs
5.1 Applying
assessments. characteristics of assessments that about students’ and reflect progress.
knowledge of
yield different types of information Selects assessments based on learning needs and
the purposes,
about student preparedness, progress, clear understanding of the progress. Draws flexibility from a
characteristics,
and proficiency. purposes and characteristics of repertoire of appropriate
and uses of
assessments to support student Integrates a variety of assessment options and
different types
learning. characteristics into characteristics to
of assessments
assessments to allow maximize student
students with a ranges demonstration of
of learning needs to knowledge.
demonstrate what
they know.
During the course of a lesson or Formative assessment Evidence: Lesson Plan
series of lessons, the teacher is used within the & Nearpod &
writing program to StoryJumper screenshots
incorporates entry level, promote student
progress monitoring (checking learning. I use different kinds of
for understanding) and Example Evidence: formative assessment in
summative assessment9/21 Use pre-assessment class. Here's part of my
one day before the lesson plan: lesson plan
lesson delivered. For 1. I also involve students
example, use google in the variety of
form separately instructional strategies
assigned to students and technologies used.
and check if they need My screenshot of the
a "Pre-teaching".5/22 Nearpod use on lesson
topic family: screenshot
1 demonstrates an
example of using of
technology to collect
their learning data
through online learning
tools. Nearpod
automatically collect the
data and teacher can
easily assess students'
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

learning process. 
Students end the project
by demonstrating their
own family.  Here is a
screenshot of their
presentation.  screenshot
2 This demonstrates that
students have the ability
to use the language to
express their own
opinions in daily life as a
summative assessment
including writing and
speaking skills.  12/22
&04/23

Use data from Explores collecting additional data Collects a variety of formal and Designs and integrates Infuses assessments
required using supplemental assessments. informal assessment data on an assessment plan strategically and
assessments to student learning. that provides formal systematically
assess student Make adjustments in planning for and informal throughout instruction
5.2 Collecting learning. single lessons or sequence of lessons Uses analysis of a variety of data assessment data on to collect ongoing
and analyzing based on analysis of assessment data. to inform planning and student learning. assessment data
assessment Follows required differentiation of instruction. appropriate for the
data from a processes for Uses data analysis of a range of learner needs.
variety of data analysis broad range of
sources to and draws assessments to Uses results of ongoing
inform conclusions provide data analysis to plan and
instruction. about student comprehensive differentiate instruction
learning information to guide for maximum academic
planning and success.
differentiation of
instruction.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Students show evidence of
understanding the learning
goals before, during and
after the lesson 9/21
Teacher journal,
Essays, Student
responses to teacher,
Student work analysis,
Performance tasks,
Standardized tests,
Interviews, Students
portfolios, Interviews
with families about
relevant student
achievements and
activities outside of
school5/22 &12/22
&04/23

5.3 Reviewing Reviews and Reviews and monitors additional Reviews and monitors a variety Reviews and monitors Facilitates collaborative
data, both monitors assessment data individually and with of data on student learning a broad range of data work and fosters
individually available colleagues and identifies learning individually and with colleagues individually and with colleagues ability to
and with assessment data needs of individual students. to identify trends and patterns colleagues to analyze identify and address
colleagues, to as required by among groups of students. student thinking and causes for achievement
monitor site and district identify underlying patterns and trends.
student processes. causes for trends.
learning
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Teacher evaluates and analyzes Use differentiation
a class set of student work to assessment. In the
first 10 minutes of the
determine next steps for day of lesson,
instruction9/21 According to the result
of the pre-assessment,
I'll separate the
activities for students
in different levels such
of Chinese Learners
and Heritage Chinese
Students. Separate
them in two groups.
Give the first group
some supportive
resources to help
them review what
they've learned before
to activate their prior
knowledge. For the
other group, at the
same time, they do
some higher level
reading and writing
exercises. Then they
come back together to
have the lecture as a
whole class. Using
such pre-assessment I
can ensure each of
them may feel
comfortable with a
new (may not be new
to some of them)
lesson.5/22 &12/22 &
04/23
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Uses data from Uses data from available assessments Uses a variety of assessment data Uses a broad range of Reflects on data
assessments to establish content-based learning to set student learning goals for data to set learning continuously to make
provided by site goals for class and individual students content and academic language. goals for content and ongoing refinements to
and district to in single lessons or sequences of academic language learning goals for
set learning lessons. that are integrated content and academic
5.4 Using goals for the Plans differentiated lessons and across content language for the fill
assessment class. Plans adjustments in instruction to modifications to instruction to standards for range of students.
data to address learning needs of individual meet students’ diverse learning individuals and
establish students. needs. groups. Uses data systematically
learning goals Plans instruction to refine planning,
and to plan, using available Plans differentiated differentiate instruction,
differentiate, curriculum instruction targeted to and make ongoing
and modify guidelines. meet individual and adjustments to match
instruction group learning needs. the evolving learning
needs of individuals and
Modifies lessons groups.
during instruction
based on informal
assessments.
Teacher selects learning From the results of the Evidence: Unit Test
goals that are appropriate assessment, even results, Extension
though a few of the Learning materials (PPT)
for all students based on students did not meet
entry level assessment the learning goal, I can After I collect the unit
data9/21 tell that they test results, unit test I
understood the key can tell that my students
words and the new struggled in character
frames. However, they recognition. They can
struggled in easily tell the Pinyin but
combining them into sometimes they cannot
complete sentences in link the Pinyin to the
Chinese. In order to Chinese characters. Even
help them meet their though they could read
content learning goal, according to the Pinyin,
I will chunk the they didn’t get the
project into small meaning actually.
pieces for them. Group Therefore, I need to do
productivity strategy more frequent
is in teams of two comprehension checks
during a game or and slow down to give
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

simulation orally, in them more time to link
writing produce or the Pinyin to the Chinese
hold up signs. I use characters.   I want to set
wheel of names to a goal that I can evaluate
separate them into how they have learned of
groups. As a result, this lesson and what
every time they'll all level their academic
be looking forward to language was at. This is
who they'll be teaming my less effective area for
up with in the game, growth to increase my
and then having them effectiveness as a
more engaged and teacher. As a result, I'll
motivated in the stop to ask for
competition. The comprehension more
games I usually design frequently. Also, I will
will allow students to slow down my teaching
work together, for process and make my
example, some online lesson slower
students draw, some than in-person
students write, etc., so class. 12/22 &04/23
as to stimulate their
creativity while
practicing their
language as well.5/22
Informs students Begins to encourage students to Models and scaffolds student Implements structures Provides systematic
about learning establish learning goals through single self-assessment and goal setting for students to self- opportunities for
objectives, lessons or sequence of lessons that processes for learning content assess and set student self-assessment,
outcomes, and include goal setting exercises. and academic language learning goals related goal setting, and
summative development. to content, academic progress monitoring.
5.5 Involving all assessment Provides students with opportunities language, and
students in self- results. in single lessons or sequence of Guides students to monitor and individual skills. Develops students’ meta-
assessment, Recognizes the lessons to monitor their own progress reflect on progress on a regular cognitive skills for
goal-setting, need for toward class or individual goals. basis. Integrates student analyzing progress and
and progress individual self-assessment, goal refining goals towards
monitoring learning goals. setting, and progress high levels of academic
monitoring across the achievement.
Monitors curriculum.
progress using
available tools
for recording.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Some assessments are designed
are so that students can
demonstrate their knowledge
and skills by applying it to real-
world situations9/21
Applying
I gave students a Google
Form for them to do the
self-assessment after they
had done with their
reading comprehension
activity in Classkick. It was
a reflection for both the
teacher and the students
to know what and how to
improve in the future. I
created a Google Form for
students to select their
level of understanding
about what they learn in
the Classkick
activity.  Progress
monitoring was going
around the room with a
similar activity-- and
watching all students
when they are all placed
together and seeing how
the focus students was
successful or not
interacting with the
others...
Next part is seeing if they
are successful at
producing language orally,
recognizing whatever
Integrating Innovating
Evidence: class-kick, 
self-assessment form
I create a Google Form
for students to select
their level of
understanding about
what they learn in the
Classkick activity. I ask
four questions: “How
many words did you
understand in the
story?” “How well did
you understand the
story?“ “How much did
you have to rely on the
images to understand
the story?“ “How much
did you have to rely on
the teacher's sample
audio to understand the
story?” Each of the
questions come with the
three levels of specific
rubrics to show their
levels of
understanding. 12/22
&04/23
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

assessing -this is their
implementation of what
you taught.
Assessment/closing fun
activity where you can see
their productivity and
student learning
separately- seeing if they
can do lesson objective A,
B, C on their own For
example, record an audio
or fill up a Google Form in
an interactive way. 
Also, game, simulation,
log, audio response based
on their pre-assessment
challenges and
make differentiation for
each focus students5/22
Uses available Explores use of additional Uses technology to design and Integrates a variety of Use a wide range of
technologies to technologies to implement individual implement assessments, record technologies into the technologies to design,
5.6 Using record assessments, record results, and and analyze results, and development, implement, and analyze
available assessments, communicate with administration, communicate about student implementation, assessments and
technologies to determine colleagues, and families about student learning with administration, analysis of provides for an in depth
assist in proficiency learning. colleagues, families, and assessments, and and ongoing
assessment, levels, and make students. Ensure that communication of communication
analysis, and required communications are received by student learning to all regarding student
communication communications those who lack access to audiences. learning to all audiences.
of student about student technology.
learning learning.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Teacher clearly Teacher models
communicates information and teaches
about academic progress to students to revise
students and their their work in
families9/21&5/22&12/2 response to their
2 selfcritique so they
learn how to
improve
performance
Teacher provides
routines
opportunities for
students to
examine, reflect
on, and revise
their own work
Teacher clearly
communicates
information about
academic progress
to students and
their families 4/23
5.7 Using Provides Provides students with additional Provides students with clear and Integrates the ongoing Facilitates students’
assessment students with feedback based on formative timely information about sharing of leadership in seeking
information to feedback assessments from single lessons or strengths, needs, and strategies comprehensible and using ongoing
share timely through sequence of lessons. Seeks to provide for improving academic feedback to students comprehensible
and assessed work feedback in ways that students achievement. from formal and communications about
comprehensible and required understand. informal assessments individual student
feedback with summative Provides opportunities for in ways that support progress and ways to
students and assessments. Communicates with families about comprehensible and timely two- increased learning. provide and monitor
their families student progress, strengths, and needs way communications with support.
Notifies families at reporting periods. Contacts families families to share student Communicates
of student as needs arise regarding struggling assessments, progress, raise regularly with families
proficiencies, students or behavior issues. issues and/or concerns, and to share a range of
challenges, and guide family support. assessment
behavior issues information that is
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

through school comprehensible and
mandated responsive to
procedures. individual student and
family needs.
Teacher communicates Establish open lines of
students’ learning to assist communication with
families and
families, support teachers,
community members
instructional aides in providing including regular
appropriate support to improve newsletters, email
student updates, and phone
achievement9/21&5/22&12/22 calls. Use a variety of
methods to
communicate, such as
in-person meetings,
phone calls, and digital
platforms.
Involve families and
communities in the
learning process by
inviting them to
participate in
classroom activities,
parent-teacher
conferences, and
school events.
Create a welcoming
classroom
environment that
reflects the diversity of
your students and their
families. Display
materials that
represent different
cultures and
languages, and use
inclusive language and
practices that respect
and honor different
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

backgrounds and
experiences. 4/23