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.
NT 9/24/21
I am exploring different
types of assessments. I
have my clear learning
objectives for each lesson
and assess based off of
those in various ways
(exit tickets, think, pair,
share, written or oral
responses). I am working
on creating summative
assessments in various
forms so students are not
just seeing paper and
pencil exams every time.
I’m working on trying a
new type of assessment
every week so I have an
arsenal ready to use as
needed.
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
summative assessments. progress. reflect 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.
NT - 3/21/22 NT 11/9/2022 NT 4/9/23
I start at the end of my Using the unit as a base I use all sorts of
unit and decide what it is model, I note all of the assessments including
that my students are lesson objectives and use paper and pencil tests,
supposed to be learning the assessments from the quizlet, pair share, art,
and create a summative curriculum that measure and writing. Students can
assessment from that. those objectives. If there display their learning in
Then I go back and daily are objectives that aren’t almost any way they
decide what the students adequately measured or would like as long as they
should be learning each questions on an can actually demonstrate
day according to their assessment that do not it. When assessing
learning objective and reflect what students are students, the goal is to
end of unit objectives. I supposed to have see if they understood
create my assessments learned, I revise them. and achieved the learning
from that data and goal, not how well they
choose which type of I also use a variety of take a test.
assessment based off of actual assessment types
how it best will support (short
student learning. answer/project/multiple
choice/diagram/etc) so
MT 3/24/22 that students can show
Lucy starts from the view me that they’ve learned
of decide what the end what they should have
result should be and according to their
work backwards. So she learning needs and styles.
looks at the year-end
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
objectives for each
subject, then looks at
how those objectives can
be reached by setting
monthly objectives or
end of unit objects. She
then looks at individual
lessons in each unit and
determines what
objectives need to be
mastered. Lucy then
assesses her students at
the appropriate times of
the year to make sure her
students are mastering
all concepts and
objectives
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. 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. comprehensive Uses results of ongoing
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
NT - 9/24/21 NT 11/9/2022 NT 4/9/23
I would say I am applying One subject I do this During each segment of
in this area. I assess my really well in is writing. I learning, I assess the
students a lot because have the desired student students. This could be a
while we have a standard outcome for each unit pair share, an exit ticket,
curriculum, the school is and in order to assess or an actual popquiz, but
brand new and I want to where each student is, I students are required to
be able to show my have different “show what they know”
parents and assessments that I use often.
administrators (with during each writing
solid evidence) where block. I do formal
each student is and why I assessment (their
am choosing to deviate finished work) and
from the curriculum at informal assessment
times. I also want to be (classroom observations,
sure that my students, class discussions, first
who are primarily ELL drafts, and editing
students, are not being process).
tripped up by a lack of
vocabulary or a bias on I use the compilation of
my part. I use what I all of these assessments
learn from different to see what students have
assessments to plan and learned or haven’t
teach to my students’ learned, if a specific
needs. student or group of
students needs
NT 3/24/22 differentiation, and in
I use a lot of different general, as the basis for
assessment data. I use how to plan the next unit.
pair share (classroom
observation), thumbs
up/thumbs down to
check for understanding,
I use short answer,
multiple choice, exit
tickets, and essays for
formal assessments. I’ve
also tried doing posters
and oral presentations
this semester including
allowing students to
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
create skits and perform
them. I’ve been trying a
lot of different types of
assessments and then
using those assessments
to adjust my teaching
both in the moment and
for the next lesson/unit. I
really feel like I’m
beginning to get good at
this CSTP, but I will feel
like I’m Integrating once I
can use my assessment
information to
differentiate in the
moment seamlessly.

MT 3/24/22
Lucy uses different forms
of assessments during
units and lessons. She
will use informal
observations during
lessons to make note of
times she may need to
modify assessments she
has planned or modify
lessons and content for
certain students. Lucy
will use the assessments
provided in the
curriculum resources the
school uses. However,
she will also look at and
use Bloom’s Taxonomy to
come up with different
assessments for her
students.
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 additional assessment variety of data on student broad range of data work and fosters
both individually data as required by site data individually and learning individually and individually and with colleagues ability to
and with colleagues, and district processes. with colleagues and with colleagues to colleagues to analyze identify and address
to 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.
students. causes for trends.
NT - 9/22/21 NT 3/24/22 NT 11/9/2022 NT 4/9/23
I am exploring here. I I use the data I have I use the data I find from I work with my
regularly check in with available from my my students and then colleagues to analyze the
my administrators and students and work with compare it with my data we get from our
fellow colleagues for my colleagues to identify colleagues data from students. This year, we
advice about how to meet trends and patterns. For their classes in order to are working on giving
my students’ individual example, analyze student thinking that data between grades
learning needs. I show and identify underlying so the teachers below
them the assessments MT 3/24/22 causes for trends. An and above know where
I’ve done and the Lucy shares her lesson example of this is from they students they are
information I’ve plans, which include her our math curriculum this getting left off and what
gathered. So far I only do assessments, with her year. I noticed that my standard they are
this for individual colleagues as well as her students were doing well expected to meet the
students and not groups principal. She will all chapter and then following year for those
of students. incorporate feedback that failing their math tests, students to be successful
is given to her and adjust but also that some of the in the next grade up.
her assessments where questions on the math
necessary. tests were worded in
ways that they weren’t in
the chapter and that
there were topics on the
assessments that weren’t
in the chapters. I met
with my colleagues to see
if they had a similar
experience and we were
able to discover that the
curriculum’s tests are
designed to challenge the
students more than in the
chapter. We decided that
these were not the right
choice to use as an
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
assessment and we create
tests using questions that
we cover in the chapter.
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. integrated across content and academic language
5.4 Using assessment single lessons or standards for individuals for the full 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. 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.
MT 3/24/22 NT - 9/24/21 NT - 9/24/21 NT 11/9/2022
Lucy has multiple daily I use a large variety of I use thumbs up, thumbs I use data as the basis for
informal assessments as assessment data to create down daily to see if all of my teaching
well as formal my student learning goals students are tracking. choices. I want to be able
assessments that she and teach academic Because they are ELL to back up what I’m doing
pulls data from regarding language. I also plan students, if they are not confidently with data. If
her class and individual differentiated lessons tracking, it usually has to my students are not
students. She modifies and modify instructions do with a problem understanding
the pace of her lessons as to meet my students’ understanding the something, I assess them
well as the content needs. I know I do this language being used. To on what they know vs
depending on her data. because my students are not modify is a waste of what they need a reteach
For ex., if she finds that responding well on their everyone’s time, so I in. I like to place
the majority of her assessments and are able modify as we’re working academic vocabulary on
students could not to meet their learning until I’m sure they are the board to see if
answer the questions on objectives. understanding. students can read it (if
their exit ticket one day, they can read it at this
she will modify the next NT 3/24/22 NT 3/24/22 age, they might know
day’s lesson to go over or I use the assessment data Again, I will use my math what it means). Then we
re-teach the concepts so that I have from various lessons as my example of define it loosely, read it in
that students understand assessments throughout this skill. With the the text, and then write
and master the concept the day/unit to plan whiteboards, I am able to down a definition for our
before moving on to the learning goals. For quickly differentiate by word wall.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
next lesson. If she finds
that students did not
understand the reading
comprehension portion
of the lesson, she will re-
look at the passage and
re-visit the vocabulary
with the students. If a
concept is a difficult one
to understand using the
materials she has, she
will find different
resources that introduce
the concept but in
different ways so that
children can learn for
themselves without
having to necessarily be
told the information.
Applying
example, during last
week’s math lesson, I
discovered that my 3rd
graders were giving me
thumbs up (they
understood) for our
conversion between
yards and feet, but when
I had them try a different
assessment (problems on
their individual
whiteboards), there was
a disconnect. Our
learning goal the next day
changed to being able to
state that 3ft = 1 yd. We
reviewed the next day
and slowly started trying
to add yards and feet
again and were
successful. Some students
were more successful
than others, as I could see
from my assessments and
I was able to differentiate
by giving them harder
problems involving
adding yards and feet and
needing to convert
between the two.
Because I had several
forms of assessment data
from the students, I was
able to plan for the right
type of problems for each
student to be successful
with his or her
independent work.
Integrating Innovating
giving students different
problems to solve on I use data to plan each
their boards according to unit (where are my
their comprehension students starting at?), to
level. The more they get decide who needs
right, the more I have differentiation and when,
them solve on their and I use it in general to
boards at increasing adjust what needs to be
difficulty while I explain adjusted for learners.
or reteach to students
who are struggling. 4/9/23 NT
Another example of this No change.
is a vocabulary check that
I do for other subjects
with one of my EL
students. He has a
vocabulary sheet on his
desk and as we go
through our learning and
I’m circling the room, he
writes down words he
needs clarification on and
I will either tell him
verbally or write the
definitions down with an
example. When multiple
students need the
vocabulary word, I tell
the whole class.
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.
NT 9/24/21 NT 11/9/2022 NT 4/9/23
My school site is creating Each semester, I start This year, my students
portfolios for students to students with a quick are required to not only
look back on and monitor survey about where they goal set and check in on
their progress in think they are in each their goals, but also, they
different subjects during subject and where they are required to state why
the year so I have want to be. For example, they achieved or didn’t
collected assignments one student put that he achieve their learning
and let students compare doesn’t think he is good goals with concrete
their progress with those. in reading and he wants examples.
I have also asked to be able to read chapter
students to fill out a books. For his goal
survey in math about setting, I modeled how to
how they feel about their become a better reader
understanding of the and we made a weekly
lesson and performance. checklist.
They fill out the same
survey three times Each week, he records his
during a unit (beginning, progress and periodically
middle, and end). Usually we have a short reading
by the end, they can see assessment so he can see
their growth and are his growth. At the end of
encouraged. With the semester, he will have
students who need extra tracked his overall
help, we set small reading growth.
achievable goals together
(ex. I will write in
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
complete sentences on
every short answer on
the test on Friday).

NT 3/24/22
I am still collecting data
for the student portfolios,
but I am also trying to get
students to really take a
more hands-on daily
approach to goal setting.
One thing I have tried
this semester is doing a
student survey with
every unit in social
studies. On the survey,
students choose their
level of attentiveness
during the lesson(s) and
gauge whether or not
they put in all of the
effort they needed to
succeed. At the beginning
of the unit, they have to
state how well they
would like to do and at
the end of the unit, they
have to review both their
work ethic and their
grade to see if they both
line up. I just started
doing this with my ILP
project and it seems to
have garnered good
results (students are
more engaged in their
progress on this unit than
the last unit), so I am
hoping that they will
finish strong with their
goal setting and
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
achieving this semester.

MT 3/24/22
Students in Lucy’s class
have a portfolio that they
use to assess themselves
and measure their
progress throughout the
year. They will choose
certain pieces of work,
along with work chosen
by Lucy, to put into the
portfolio. Throughout
the units, weeks, months,
etc., students take time to
go through their portfolio
and measure their
progress and set goals for
themselves. For example,
as they look over their
final writing pieces, they
will have a checklist of
what they are measuring
(for ex., Use of capitals,
punctuation, grammar,
use of strong verbs,
opening sentence,
conclusion sentence, fact
and detail, etc.). As they
complete a checklist for
each writing piece, they
will then look and
compare the complete
checklists from the
beginning of the year to
where they are at
present. Looking at these
checklists, they will see
which areas they
improved and which
areas they still need to
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
work. This will help
them set their goal for
the next few weeks.

Uses available Explores use of Uses technology to design Integrates a variety of Use a wide range of
technologies to record additional technologies and implement technologies into the technologies to design,
assessments, determine to 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. regarding student
communication of
students. Ensure that learning to all audiences.
student learning
communications are
received by those who
lack access to technology.

MT 3/24/22 NT 9/24/21 NT 11/9/2022 NT 4/9/23

Lucy seems to be getting My goal for this school I use a lot of technology I use my document
more comfortable in year was to improve with in my teaching camera, quizlet, canva,
using technology to using technology. I have (document camera, and more to create
communicate with become proficient in all internet, media, websites) assessments and monitor
parents regarding Google options (Google and use an Excel student data. I also use
students’ progress in her Classroom, Forms, Slides, gradebook to analyze google classroom to
class. Also to note, this Docs) and use them as a student assessments and communicate with
school does not place means to accumulate data, and then I am able parents on a regular basis
such priority and assessment data and to share that information so that no one is unaware
importance on the use of communicate with electronically with about how their child is
devices and technology parents through Gmail. I students, parents, and performing in the
for the students and learned how to create administration as needed. classroom.
teachers. However, Lucy and maintain a weighted
uses Gradebook to record gradebook in Excel that I
data and grades. She love. I have noted over
uses weekly newsletters the past few years in
to keep parents updated education how parents
on what is going on in her really want one place
classroom and what the where they receive all
students are learning school information so my
each week. She always colleagues and I all only
keeps communication use Gmail, phone calls,
open with parents via paper newsletters, and
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
email and phone calls.
She has really kept
abreast about
communicating with
parents regarding their
child’s progress or lack of
and discussing how to
best help the student
with parents on a routine
basis.
Applying Integrating Innovating
talking in person to
communicate with
parents.
NT 3/24/22
Along with learning how
to use technology in a
helpful way to
communicate with
parents last semester,
this semester I really
focused on integrating
technology into the
classroom. I started using
Google Forms for surveys
and tests, like those I
used for my ILP. I also
started analyzing
assessment data from my
gradebook with Excel. It
has been really cool
because I can use that
data to very quickly send
an email home to parents
who are concerned about
their child’s grade. I even
toyed with the idea of
doing a digital newsletter
each week to parents
instead of the paper one,
but decided against it
because some parents
just do not have the same
internet access so I did
not want any parents
missing out on valuable
information.
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 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.
NT 9/24/21 NT 11/9/22 NT 4/9/23
With students who are After students take an I meet with each student
struggling, I work with assessment, I try to get it and check in to see how
them one on one and call graded and recorded that he or she is doing and
home to let the parents day so I can send it home how they feel they did on
know what we are with them that evening. I assessments. We set
working on and how they get it back the very next goals, talk about progress
can help. One example is day at the latest. We go made and how he or she
a student who has over their assessments can meet their goals
borderline dysgraphia; and talk about the biggest better. The main goal this
for the winter break, I mistakes students made year is for students to
sent home a packet of cut and how to fix them. We take responsibility for
outs and tracing for him do sample problems on their own choices in their
to do after calling his the board. Then students education.
mom and talking to her can take their assessment
about it. For students home and fix it for points
who are doing well or back on their test.
improving, I verbally
praise their progress and I contact home often and I
I write it on assignments share where students are,
when I see it. I call home what they are excelling
or email often so parents in, how they can improve,
know how their child is and what specifically
doing and I make sure families can do at home
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
that all important to support their child that
communication is realistic and
(including individual reasonable.
emails about student
progress) are translated
into the parents’
language.

NT 3/24/22
In addition to all of the
strategies I use from last
semester, I have started
catching parents when
they pick up their student
and pulling out my phone
to use Google translate so
we can communicate
back and forth more
easily. I also have been
doing more wellness calls
home to parents whose
student has been
struggling with
something in class. For
example, I have this very
sweet student who is
OBSESSED with getting
an A+ on every test. It is
to the point that she got
half a point wrong on a
test (she still earned an
A) and she sobbed for the
last half an hour of
school. After talking to
her and trying to console
her, I spoke with her
mother after school using
Google translate, and the
student, her mother, and
I came up with a game
plan for how to help her
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
have less anxiety about
her grades (she is a
second grader). I check in
with the student daily
and her mother 1-2x a
week.

MT 3/24/22
Lucy is keen on keeping
parents aware of what
their child is doing in
class. If there is a sign of
issues or problems or
difficulty (with lessons,
concepts, etc), Lucy
contacts parents and has
dialogue about ways she
is assisting the student in
class and provides
parents with ways they
can help at home as well.

She works with

individual students as
well as in groups to give
feedback. Not only does
she give feedback quickly
on assessments or work
turned in, but she also
gives immediate
feedback when she works
with them one on one or
in small groups. She
explains what her
expectations are from the
student and gives them
visual aids to help them
(i.e., vocabulary words
and definitions, mini
posters, checklists, etc.)
CSTP 5: Assessing Students for Learning