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
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.
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.
I assess students through
weekly reading quizzes,
group projects, and
through unit test and
writing assessments.

Students are able to

demonstrate knowledge
through project-based
learning, writing
assessments known as
FRQs, and Multiple choice
test MCQS. (7.15.23)
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. 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.
I use data from illuminate Data used on illuminate is
which shows common usually formal
student trends, ELL assessments such as
students, multiple choice
socioeconomically questions, this provides
disadvantage students, me with full data of
and achievement gaps student achievement.
amongst certain groups However informal
within my classroom. I assessments are also
then use that data to used through exit tickets,
address misconceptions kahoots, and albert.io
and misunderstandings (7.15.23)
pertaining to the unit and
subject matter. (7.15.23)
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.
students. causes for trends.
I work closely with the
other AP history teachers
to recognize trends and
patterns amongst writing
and writing levels. We
have created school wide
expectations and
structure to ensure
students can smoothly
transition from Freshmen
to Junior Year AP History
courses. (7.15.23)
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Uses data from Uses data from available
assessments provided by assessments to establish
site and district to set content-based learning
learning goals for the goals for class and
class. individual students in
5.4 Using assessment single lessons or
data to establish sequences of lessons.
learning goals and to Plans instruction using
plan, differentiate, available curriculum Plans adjustments in
and modify guidelines. instruction to address
instruction learning needs of
individual students.
I have a set curriculum
and unit plan for each
unit that is accessible
throughout the entire
year long course.
However, I assess the
needs of my students and
their achievements levels
and make adjustments to
the units as I see fit. This
includes extension on
material, additional
review sessions, and
workshops. (7.15.23)
Applying Integrating Innovating
Uses a variety of Uses a broad range of Reflects on data
assessment data to set data to set learning goals continuously to make
student learning goals for for content and academic ongoing refinements to
content and academic language that are learning goals for content
language. integrated across content and academic language
standards for individuals for the fill range of
and groups. students.
Plans differentiated
lessons and modifications Plans differentiated Uses data systematically
to instruction to meet instruction targeted to to refine planning,
students’ diverse learning meet individual and differentiate instruction,
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.
I use data from Illuminate
from my formal
assessments to set
content goals. Data from
illuminate can also show
me if students are
struggling with specific
thinking skills. Likewise,
we set goals to address
causation, continuity and
change, and historical
connections across
different time periods.
(7.15.23)
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.
I assist students on their Students self-assess all of
own reflections, usually their Free Response
this is done through peer Questions and Writing
and personal review of assessments to set
writing assessments. personal goals and reflect
Students have to self- on individual skills
reflect on their own pertaining to the
writing to historical historical content that
prompts and score they are learning.
themselves with specific (7.15.23)
evidence. Students tend
to score lower than their
actual level, however this
does show progression
throughout the school
year as students gain
more confidence on their
writing. (7.15.23)
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
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.

I use technology and

online data bases such as
Illuminate to record data
on formal assessments.
Parents and Colleagues
have access to the scores
and the data such as
achievement gaps and
common trends. I work
closely with other
colleagues who teach AP
to work on achievement
levels and overall student
success. (7.15.23)
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 support increased progress and ways to
timely and student proficiencies, students understand. Provides opportunities learning. provide and monitor
comprehensible challenges, and behavior for comprehensible and support.
feedback with issues through school Communicates with timely two-way Communicates regularly
students and their mandated procedures. families about student communications with with families to share a
families progress, strengths, and families to share student range of assessment
needs at reporting assessments, progress, information that is
periods. Contacts families raise issues and/or comprehensible and
as needs arise regarding concerns, and guide responsive to individual
struggling students or family support. student and family needs.
behavior issues.
In my class it is rare for Feedback for students on
students to be below a C. all formal and informal
Most students in my class assessments is given back
earn an A or B and the next school day. As a
struggling students I class we then go over
work closely. Parent strengths and
communication is usually weaknesses on each
done on a quarterly basis. assessment. As a class we
Grade reports, comments, cover commonly missed
and additional questions and difficult
information regarding questions that challenge
student success is sent students. (7.15.23)
out every two months. I
could improve on
communication with
families to close
achievement gaps
amongst specific students
who struggle in my
classroom. (7.15.23)