CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of the purposes Explores the use of
and characteristics of different types of pre-
formative and summative assessment, formative
assessments. and summative
assessments.
5.1 Applying
knowledge of the
Begins to identify specific
purposes,
characteristics of
characteristics, and
assessments that yield
uses of different
different types of
types of assessments
information about
student preparedness,
progress, and proficiency.
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 reflect
summative assessments. progress. 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.
9/23/21 5/8/22 + 5/3/23
My administration and Assessments in my class
curriculum director are highly varied after
provide me with clear experience with working
quarterly goals at the with written, spoken, and
beginning of the year. creative representations
This means I know of knowledge. Because
exactly what students the students are well
will be tested on at aware of the quarterly
given points (teachers exam system, I use this
knowledge to my
do not administer tests
advantage and keep the
for quarters two and
majority of my own
four). For all of my
assessments as formative.
history classes, which These assessments
require geography and contain problems from
timeline their daily work and
comprehension, usually ask to represent
frequent quizzes serve knowledge in a variety of
as formative sources of ways. For example, in
information that guide vocabulary, students may
lesson planning. Short draw a definition if they
quizzes are especially have trouble articulating
useful in geography, due it. This is an accepted
to the sheer number of mode of answer. I have
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

locations in the taken these kinds of
curriculum. These responses and copied
quizzes are given twice: their structure to make
once on a Monday after them questions on tests.
the initial lesson, once The use of different types
on a Thursday after of assessments allows me
repeated practice. to develop a thorough
Students that picture of my students’
demonstrate a need for knowledge and
capacities.
support are targeted
with extra study guides
and one-on-one time.
I am still searching for
Resources like Uncle more ways to expand
Josh's Outline Map Book assessment strategies
(Pictured below) are used in my classroom,
extremely helpful; I am especially in history class.
able to print just about Although I have found
any map the kids could success in English for
need. A summative diverse assessment, I
geography assessment cannot say the same for
comes in the form of history classes. Journals
quarterly exams. I try to and pictures do not
encourage the students translate as well for
to not focus on their history students,
quiz grades because especially English
they are only preparing Learners. The amount of
them for them exams. It content also requires a
has been helpful to give certain amount of
the formative reading. One idea that has
assessments on maps worked is making comics
to summarize chapters as
inserted inside of
a test. 5.3.23
erasable plastic sheets,
ensuring the students
are able to grade
themselves quickly and
not focus on their score.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
Use data from required Explores collecting Collects a variety of
assessments to assess additional data using formal and informal
student learning. supplemental assessment data on
assessments. student learning.
Follows required
5.2 Collecting and
processes for data Make adjustments in Uses analysis of a variety
analyzing
analysis and draws planning for single of data to inform
assessment data
conclusions about lessons or sequence of planning and
from a variety of
student learning lessons based on analysis differentiation of
sources to inform
of assessment data. instruction. 9/23/21
instruction.
 Weekly quizzes to
ensure reading is
completed. Not
difficult or
comprehensive, only
meant to check for
completing.
 Unit tests used to
relay assessment of
study-habits and
engagement. Often
made up of questions
from the quizzes.
 Weekly journal
checks to ensure
curricular and
creative writing goals
are on track.
 Pair-shares, in which
students must share
their partners’ ideas,
to check for listening.
 Walk-arounds for
homework checks to
minimize anxiety
Integrating Innovating
Designs and integrates an Infuses assessments
assessment plan that strategically and
provides formal and systematically
informal assessment data throughout instruction to
on student learning. collect ongoing
assessment data
Uses data analysis of a appropriate for the range
broad range of of learner needs.
assessments to provide
comprehensive Uses results of ongoing
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. 5/8/22 success.
5/3/23
In my second grade
English class, we have
been covering grammar
conventions, such as
commas in a list, commas
before conjunctions, and
the capitalization of
proper nouns. Beyond
responding to multiple-
choice and fill-in-the-
blank responses on
weekly quizzes, I also
examine student written
work for these elements.
There are a number of
opportunities to do so in
our class: daily journal,
book responses, and
creative writing time.
Even when students
achieve high results on
grammar quizzes, I
ensure their written work
reflects comprehension of
the same grammatical
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

9/23/21 elements. If they are not, I
organize for
supplemental work or
one-on-one time. Using
both grammar quizzes
and writing examples
helps the direction of
class instruction.
Additionally, the students
take a summative
assessment in the form of
quarterly exams. The
results from these exams
inform instruction on a
grand scale: they
demonstrate the areas
students have the most
needs for support.

In addition to my
aforementioned uses of
assessment data, I have
also begun allowing
students to keep track of
the questions they miss
on tests. Both younger
and older students
respond to this strategy
in proactive ways.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

5.3 Reviewing data, Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
both individually and available assessment data additional assessment variety of data on student broad range of data work and fosters
with colleagues, to as required by site and data individually and learning individually and individually and with colleagues ability to
monitor student district processes. with colleagues and with colleagues to colleagues to analyze identify and address
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

identifies learning needs identify trends and student thinking and causes for achievement
of individual students. patterns among groups of identify underlying patterns and trends.
learning
students. 9/23/21 causes for trends. 5/8/22
5/3/23
Grade levels meet on a In my doctoral program
monthly basis to discuss this semester, I took a
quarter exam data, quantitative data class
social emotional that has taught me about
concerns in the several analysis tools and
classroom, and any techniques. Sharing these
other data that might be resources, such as the use
useful for students. of functions in Excel, has
These subject meetings simplified the grade
reporting process and
include teachers from
allowed for easier
different subjects,
calculation of averages.
providing another
Furthermore, the grade
perspective on a composition of our
student. This can be curriculum was changed
enlightening from time this year.
to time– learning that a
student who is stellar in Students are now graded
my class needs support 40% of their total grade
in others, as well as the on participation and
other way around– and I engagement. Teachers
appreciate the time input this data into a
awarded with my busy shared resource, allowing
co-workers. Present at their peers to observe
these meetings are also what student engagement
the school director and looks like in other classes.
curriculum director. This has been helpful to
Their questions and identify if a student needs
suggestions lead comprehensive
teachers to communally assistance or more
join together for a specific help in a topic.
problem. Administration
is quite active at our
small school site; they
are able to remember
pertinent information
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

and keep teachers
accountable.
Additionally, we have
also organized grade
level group chats to
expedite communication
between grade level
teachers. This has been
another beneficial
resource only possible
because of the help from
other considerate, hard-
working educators.

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
single lessons or standards for individuals for the fill range of
5.4 Using assessment
sequences of lessons. and groups. students.
data to establish
Plans instruction using Plans differentiated
learning goals and to
available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
plan, differentiate,
guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
and modify
learning needs of students’ diverse learning meet individual and differentiate instruction,
instruction
individual students. needs. 5/8/22 group learning needs. and make ongoing
9/23/21 adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal
assessments.5/3/23
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
All of the English classes I
teach include a dedicated
vocabulary curriculum,
based on the Wordly Wise
book series. Students
must learn all of the
words taught in the book,
which ranges from 90-
200 words depending on
the grade level. As
students progress
through the book, they
are quizzed weekly on an
individual lesson of 9-12
words. The results from
these weekly quizzes are
important because they
guide instruction in a
variety of ways. Here are
a number of them:
 The missed
words are
targeted during
daily journals
 Each word a
student misses is
logged and
communicated to
parents and
student
 Students are
given a study
guide that
contains all of
the words they
missed
I particularly appreciate
this multi-faceted
strategy because the
Applying Integrating Innovating
I have been sending a lot The inclusion of student
more quizzes back home participation and
and receiving more engagement into
communication from quarterly grades has
parents about supporting changed the way I keep
their children’s progress. track of students’
Students receive engagement in class.
personalized study Now, I make an emphasis
guides that they work on to write down daily
with their family, victories in the social
equipped with answer emotional domain, track
keys. A similar process is participation rates, and
utilized for geography remind students that
concepts in all of my 40% of their grades come
history classes. Students from engagement in the
receive personalized class. This is a big change
study guides based on the from before, when it was
questions that they 10%
missed on quizzes. They
are made aware of their
goals in that sense, as
well. Academic language
and vocabulary is always
included in the week’s
daily work, speeches,
lectures, and daily
questions. This holistic
engagement prepares the
student for
comprehension.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
students become aware
of their goals. They know
exactly which words they
should spend their
studying time on, and
they are given the
resources to do so.
Parents have expressed a
similar appreciation for
the provided study
guides.
Informs students about Begins to encourage
learning objectives, students to establish
outcomes, and learning goals through
summative assessment single lessons or
results. Recognizes the sequence of lessons that
5.5 Involving all need for individual include goal setting
students in self- learning goals. exercises.
assessment, goal-
setting, and progress Monitors progress using Provides students with
monitoring available tools for opportunities in single
recording. lessons or sequence of
lessons to monitor their
own progress toward
class or individual goals.
9/23/21
In my ninth grade English
class, revision and editing
are important aspects of
our essay writing
process. The students
complete daily journal
work that reviews their
knowledge of grammar
conventions, clear
writing, and essay
structure. Then, they are
given time to edit their
own work. All essays
Applying Integrating Innovating
Models and scaffolds Implements structures Provides systematic
student self-assessment for students to self-assess opportunities for student
and goal setting and set learning goals self-assessment, goal
processes for learning related to content, setting, and progress
content and academic academic language, and monitoring.
language development. individual skills.
Develops students’ meta-
Guides students to Integrates student self- cognitive skills for
monitor and reflect on assessment, goal setting, analyzing progress and
progress on a regular and progress monitoring refining goals towards
basis. across the curriculum. high levels of academic
5/3/23 achievement.
5/8/22
I have taken the process Test corrections have
from ninth grade English become an integral
class (self-edit, self- component of my class
review, peer-edit, then routines and teaching
draft) and integrated it practice. I believe that
into the second and third assigning students their
grade English classes. I review makes it explicitly
am impressed with the even more important, and
focus and determination it encourages those who
of the younger students usually wouldn’t, to
to ensure their papers monitor their learning.
have no grammatical
mistakes, demonstrate
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
must be turned it for at
least a single draft, but
students know that I will
review as many as they
give me. As a result, some
students will turn in an
essay, for my feedback,
three or four times. I
receive their work with
their edits, and we
communicate through
notes on their drafts. To
ensure that standards are
clear, and the
communication is indeed
effective, students are
also given a rubric with
explicit expectations for a
grade of an A, B, and so
on. These rubrics have
been helpful in
encouraging students to
take part not only in
completing work, but also
monitoring their progress
and setting their own
goals.
Applying Integrating Innovating
clear writing, and use
descriptive writing when
needed. The younger
grades have been
provided with a revision
check-list that reminds
them of all grade-
appropriate expectations
for their writing
assignments. They use
these edit their peers’
work as well. I keep a
model of an edited-paper
on the wall to allow the
students to see the
proper, respectful way of
marking up someone
else’s paper.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Uses available Explores use of additional
technologies to record technologies to
assessments, determine implement individual
proficiency levels, and assessments, record
5.6 Using available
make required results, and communicate
technologies to assist
communications about with administration,
in assessment,
student learning. colleagues, and families
analysis, and
about student
communication of
learning.9/23/21
student learning
Our school site uses
GradeLink, an education
portal that organizes
parent communication,
grading, and attendance.
Its utilities for parent
communication are
particularly useful for not
only myself but all
educators on campus.
Beyond just notifying
parents of a letter grade,
GradeLink allows for
Teacher Pages to be built,
webpages that can be
customized with relevant
resources, suggestions,
assignments, and so on.
Administration
encourages that teachers
regularly upgrade our
Teacher Pages,
Applying
Uses technology to design
and implement
assessments, record and
analyze results, and
communicate about
student learning with
administration,
colleagues, families, and
students. Ensure that
communications are
received by those who
lack access to technology.
Along with continued use
of GradeLink, I have
become more familiar
with Microsoft Excel and
its available functions.
These have simplified
calculating averages, and
I have been able to show
others how to do so as
well. The shared folder all
teachers use to keep
track of student grades is
constantly being updated,
so any time saved here is
valuable. Furthermore, I
have begun uploading my
created material to the
shared school server.
This allows incoming
teacher, subs, and others
to use the documents I
have created for their
Integrating Innovating
Integrates a variety of Use a wide range of
technologies into the technologies to design,
development, implement, and analyze
implementation, analysis assessments and
of assessments, and provides for an in depth
communication of and ongoing
student learning to all communication regarding
audiences.5/3/23 student learning to all
audiences.
This year, the upper
grades started to use
Canvas as the primary
learning management
system. This has
simplified assessments,
grading, and data analysis
in so many ways. Canvas
is able to filter questions
by questions, students by
grades, and so many
other different properties
and relationships. Canvas
also allows me to save
test questions, so that I
can relay them back to
the students who need
them once more for
continued review. 5/3/23
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

emphasizing the own teaching purposes.
importance of parents
knowing what's going on
in the classrooms. These
Teacher Pages also serve
as a one-stop area for
many questions parents
might have. Often, when a
parent asks a question
through email, I will refer
them to my Teacher Page.
This readies them for any
future problems with the
same or similar issue. On
occasion, I will post
pictures and videos from
art projects completed in
class; this is done to
promote the students'
successes. 9/23/21
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. 9/23/21
behavior issues.
As per the curriculum Writing reports is one of
direction, teachers create my greatest strengths as
two quarterly an instructor. My
assessments for quarters administrator constantly
1 and 3, and a third party remarks on their detail
creates quarterly and has asked to use
assessments for quarters them as models for the
2 and 4. Teachers only other instructors. I keep
write feedback reports my reports observational
for the assessments they and based in data. I do
create, but they are not like conjecture in the
important opportunities students’ reports and rely
to discuss anything of on their assessment data,
note with parents in a behavior data, and other
formal manner. relevant notes I have
Information can be collected. Conferences
positive, informational, have become more
urgent, or suggestive. I popular with the lifting of
cherish the chance to the pandemic and its
write these feedback related measures. These
reports; they are one of are beneficial for both
my favorite parts of parties. I provide
working as a a teacher. I assessments, data, and
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
always try to emphasize
the successes and
progress of each student,
and I also try to provide a
substantial amount of
pertinent feedback. I only
write two of these a year
per student, so they really
are special. For the other
quarterly exams, the third
party collects and
analyzes the results from
the tests they made. This
data is shared with
teachers, and it is highly
valuable. Data informs
teachers of exactly the
areas in which students
need more support, the
areas in which they
succeeded, and
suggestions for students
of urgent needs. These
reports are extremely
helpful in outlining lesson
strategies for upcoming
quarters.
Integrating Innovating
other examples of student
work during these
meetings with parents.
5/3/23
I continue to pride myself
in the report cards I write
every quarter. I try my
best for them to be
detailed and talk about
several components, not
just the academic.
Students are now graded
40% based on
participation and
engagement, so there are
more notes on students’
in-class behavior.
Furthermore, I can use
Canvas to communicate
with parents, in
conjunction with
Gradelink and email
updates.