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CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
I s aware of the xplores the use of different
E ecides on the purpose for
D evelops and adapts the range of
D emonstrates
D
purposes and types of pre-assessment, assessment and skills to be appropriate assessments to purposeful use of a wide
characteristics of formative and summative assessed to select address questions about range of assessments to
formative and assessments. appropriately matches pre-, students’ learning needs and support differentiated
.1 Applying
5 summative formative and summative progress. student learning needs
knowledge of assessments. egins to identify specific
B assessments. and reflect progress.
the purposes, characteristics of I ntegrates a variety of
characteristics, assessments that yield S elects assessments based characteristics into assessments raws flexibility from a
D
and uses of different types of on clear understanding of to allow students with a ranges repertoire of
different types information about student the purposes and of learning needs to demonstrate appropriate assessment
of assessments preparedness, progress, characteristics of what they know. options and
and proficiency. assessments to support characteristics to
student learning. maximize student
demonstration of
knowledge.
I am emerging in how or general music, my
F I n my 3rd semesterPop
look at multiple sources students complete this Cycle lesson, I am assessing
of information and pre-assessmentat the start students throughout the
student data. I am of the year. Student data class period. In the first slide
emerging in my use of from this form allows me to I assess for how many ways
culturally responsive see gaps in content students can play quarter
formative (EL, PM) knowledge of music theory notes by using body
assessments. I am and areas of proficiency percussion or other musical
ways. I am assessing if
aiming to develop my which inform my future
students can observe and
repertoire of varied instruction of music theory.
play quarter notes and
formative assessments. Thislistening activity eighth notes using
I am emerging in how serves as a formative traditional notation. The
to effectively analyze assessment where students next assessment is to
student assessment demonstrate what they can identify the rhythm of Baby
data so that it can audiate in a song. Student Shark. I am assessing
effectively inform results from the listening students through the teacher
future instruction. I am activity informs my future view inPear Deckas they
emerging in aligning instruction and planning. I match rhythmic patterns and
my formative implement individual create rhythmic patterns.
assessments and playing tests which serve as Assessments drive the
summative summative assessments. learning. In the final
assessments so that the Playing tests allow me to assessment students must
learning outcome is track students' skill level use the rhythms to make the
supported and and progress on their accompaniment to the song
achieved. (9/17/2022) instruments. (3/31/23) Great Big House. (Fall 2023)
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
se data from required
U xplores collecting
E ollects a variety of formal
C esigns and integrates an
D I nfuses assessments
assessments to assess additional data using and informal assessment assessment plan that provides strategically and
student learning. supplemental assessments. data on student learning. formal and informal assessment systematically
data on student learning. throughout instruction
.2 Collecting
5 ollows required
F ake adjustments in
M ses analysis of a variety of
U to collect ongoing
and analyzing processes for data planning for single lessons data to inform planning ses data analysis of a broad
U assessment data
assessment data analysis and draws or sequence of lessons and differentiation of range of assessments to provide appropriate for the
from a variety of conclusions about based on analysis of instruction. comprehensive information to range of learner needs.
sources to student learning assessment data. guide planning and
inform differentiation of instruction. ses results of ongoing
U
instruction. data analysis to plan
and differentiate
instruction for
maximum academic
success.
merging in the
E In my semester 2 pop cycle xamples of formal
E
development and l esson, I collected & assessments include
implementation of my analyzed data and student performances,
repertoire of conducted 'student work' student creations, student
diagnostic, formative analyses. I analyzed student in-class informances and
and summative data from: listening sharings. When possible
assessments that exercises, group and feasible I like to record
support music discussions, and their students when they are
standards. Emerging in individual ballad doing a formal assessment
ensuring that compositions. On a regular because then students can
assessments are basis, I conduct informal watch themselves and what
culturally and observations of my they produced. Recording
developmentally students. I make notes and students and allowing them
appropriate. Currently records of my observations. to review their work allows
mostly relying on In the future I hope to students to engage deeper
in-class observations of incorporate more in their learning as they
activities and making journaling tasks which will conduct an authentic
anecdotal notes and serve as an additional data self-assessment.
records. Emerging how point. Since my school does Sometimes I require
to implement and not pay for a music students to complete a self
create “problem solving curriculum, I am exploring assessment using a
tasks” in Gen. Music. multiple ways to create criterion based rubric, and
Consulting with other assessment instruments sometimes I allow students
best assessment which allow me to collect to complete an informal
strategies for general student data.(3/31/23) self-assessment without a
music class. (9/17/22) rubric. (Fall 2023)
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
5.3 Reviewing eviews and monitors
R eviews and monitors
R eviews and monitors a
R eviews and monitors a broad
R acilitates collaborative
F
data, both available assessment additional assessment data variety of data on student range of data individually and work and fosters
individually and data as required by site individually and with learning individually and with colleagues to analyze colleagues ability to
with colleagues, and district processes. colleagues and identifies with colleagues to identify student thinking and identify identify and address
to monitor learning needs of individual trends and patterns among underlying causes for trends. causes for achievement
student students. groups of students. patterns and trends.
learning
merging in my
E I attend staff meetings he main source of data
T
understanding of how where teachers that our school uses to
students are not collaboratively discuss monitor student learning
expected to take a student assessment data and make instructional
standardized test for to identify trends, and plans is theRenaissance
the VAPA subjects and patterns among groups of
how this affects what Star Assessments. I
students. In these attend staff meetings
sources of student data meetings teachers discuss
I can reliably consult where teachers
future learning plans and collaboratively discuss
and analyze for student
whether they should do a
data. Currently mostly student assessment data
re-teach of content. I am
assessing student to identify trends, and
in-class work. exploring because I am
still doing more listening
patterns among groups
Emerging in how to of students. As a faculty,
analyze student work in meetings rather than
speaking. I feel that I am a we are informed about
so that it can: inform
part of a strong PLC. Based school trends and
future instruction,
inform how I on what is being discussed patterns. In faculty
differentiate in the meeting, I aim to meetings we collaborate
instruction, inform how adjust my lesson plans and discuss how to best
I group students, accordingly to support meet the needs of
inform what needs to student learning and students. As the music
be re-taught. As the especially the needs of the teacher, I see myself able
only music teacher, I focus students. My subject to support the ELA/ELD
am emerging in how I area allows me to support goals since folk and pop
will collaborate with ELD/ELA goals effectively songs are rich in text and
the gen. ed. teachers in general music settings. I language. In my role I do
and share relevant am still exploring how to
student information to not have to administer
implement other academic standardized state
identify student
and ELD needs in assessments. (Fall 2023)
strengths, funds of
ensemble settings.
knowledge and areas
(3/31/23)
for growth. (9/17/22)
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
ses data from
U ses data from available
U ses a variety of
U ses a broad range of data to set
U eflects on data
R
assessments provided assessments to establish assessment data to set learning goals for content and continuously to make
by site and district to content-based learning student learning goals for academic language that are ongoing refinements to
set learning goals for goals for class and content and academic integrated across content learning goals for
.4 Using
5
the class. individual students in single language. standards for individuals and content and academic
assessment data
lessons or sequences of groups. language for the fill
to establish
lans instruction using
P lessons. Plans differentiated instruction range of students.
learning goals
available curriculum Plans adjustments in Plans differentiated lessons targeted to meet individual and Uses data systematically
and to plan,
guidelines. instruction to address and modifications to group learning needs. to refine planning,
differentiate,
learning needs of individual instruction to meet Modifies lessons during differentiate instruction,
and modify
students. students’ diverse learning instruction based on informal and make ongoing
instruction
needs. assessments. adjustments to match
the evolving learning
needs of individuals and
groups.
merging in my
E y school does not pay for
M In this lesson themed around
understanding of how a music curriculum, thus I s uperheroes, I assess my
students are not am exploring as many ways students in a variety of ways. I
expected to take a to create assessment am assessing students' use of
standardized test for instruments which allow language as they engage with
the VAPA subjects in CA me to collect student data. the text because that is the
(and at my school site) In my Pop Cycle, students’ pre-assessment for playing the
rhythms. Next, I have students
In ensemble classes I final ballads served as playing the rhythms on
am heavily relying on student data or evidence of different percussion
student playing ability learning & understanding. instruments. Each percussion
during whole class Assessing and grading the instrument requires its own
instruction rehearsal ballads allowed me to technique which is its own
time to plan future establish next steps for assessment and opportunity
instruction. In Gen. learning. After grading the for differentiation. The
Music, I am using data ballads, I learned what patterns are color-coded for
from student in-class types of scaffolds students different percussion
instruments. In this lesson I
work. Emerging needed the next units. In will assign students into small
learning how to grading the ballads I assess groups and they will create
leverage varied types of what needs a reteach. For their own rhythmic patterns
formative assessment example if I need to reteach based on their own favorite
that help me design what a stanza is, I will superheroes which they must
future targeted reteach ‘stanza’ in the next set to rhythm. If I need to
instruction. (9/17/22) unit when students learn further differentiate by
about music of the civil war. challenging my students I can
(3/31/23) canonize this pattern. (Fall
2023)
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
I nforms students about egins to encourage
B odels and scaffolds
M I mplements structures for rovides systematic
P
learning objectives, students to establish student self-assessment students to self-assess and set opportunities for
outcomes, and learning goals through and goal setting processes learning goals related to content, student
summative assessment single lessons or sequence for learning content and academic language, and self-assessment, goal
5.5 Involving all
results. Recognizes the of lessons that include goal academic language individual skills. setting, and progress
students in
need for individual setting exercises. development. monitoring.
self-assessment,
learning goals. Integrates student
goal-setting,
rovides students with
P uides students to monitor s elf-assessment, goal setting, and D
G evelops students’
and progress
Monitors progress opportunities in single and reflect on progress on a progress monitoring across the meta-cognitive skills for
monitoring
using available tools for lessons or sequence of regular basis. curriculum. analyzing progress and
recording. lessons to monitor their refining goals towards
own progress toward class high levels of academic
or individual goals. achievement.
merging in developing
E For ensemble classes, I am I recently discovered these 2
strategies for how I exploring how to teach books: Maximizing Student
include students in the self-assessment through the Performance -Practice and
learning process. use of thisperformance Reflection in Band and
This semester, I began rubricandpractice log OrchestraandMaximizing
writing the objective on form. I am beginning to Student Performance
the white board. I am observe students reflecting National Core Arts Standards
starting to provide on various facets of their in General Musicthat have
helped me implement CSTP
students with rubrics. I playing including: rhythmic
5.5. These books include
am emerging and accuracy, note accuracy,
worksheets and rubrics for
learning what types of tone quality, tempo, self-assessment, and they
rubrics (analytic/ articulation and posture. provide students with
developmental/holistic The self-assessment rubric strategies and tools for
) are suitable for and practice log form are setting goals in music. I have
various types of explicitly related to next implemented the resources
assessment. steps for learning, goal in my classroom and they
In ensemble class, setting and progress have helped my students
students engage in monitoring. In my Folk become self directed
self-assessment of their Music Unit, I consistently learners. The author
performances. I am wrote the objective provides 24 pages of
emerging in the on the board and I assignments and rubrics,
implementation of provided students with a sequenced to each
reflection journals for rubric which provided cornerstone assessment and
self-reflection for Gen. students the opportunity to standards-based artistic
music and ensemble monitor their own learning. process. These books have
classes. (9/17/22) (3/31/31) greatly enhanced my
pedagogy. (Fall 2023)
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
ses available
U xplores use of additional
E ses technology to design
U I ntegrates a variety of se a wide range of
U
technologies to record technologies to implement and implement technologies into the technologies to design,
.6 Using
5 assessments, determine individual assessments, assessments, record and development, implementation, implement, and analyze
available proficiency levels, and record results, and analyze results, and analysis of assessments, and assessments and
technologies to make required communicate with communicate about communication of student provides for an in depth
assist in communications about administration, colleagues, student learning with learning to all audiences. and ongoing
assessment, student learning. and families about student administration, colleagues, communication
analysis, and learning. families, and students. regarding student
communication Ensure that learning to all
of student communications are audiences.
learning received by those who lack
access to technology.
S tudent recordings I useMakeMusicto S ome tech tools that I use
allow students to facilitate & enhance in-class which assist in the
self-assess, and inform playing tests and take-home assessment includeRubric
future instruction. practice assignments. Maker,Gradelink, andPear
I am emerging MakeMusic allows students Deck. Gradelink is my
incorporating to play their instruments schools' assessment
technology during Gen. into the computer or tablet, management system and is
Music. My school uses and this app grades the where all the teachers input
their grades and issue report
google classroom and students' performance in
cards and progress reports.
chromebooks. I am real-time. Incorrectly
Rubric Maker allows me to
emerging in my use of a played notes are marked in make customizable rubrics
digital reflection red, and green-marked that are specific to my
journal and BandLab notes informs the student students' assignments and
for PBL tasks. Parents that they played that part projects. Pear Deck is a tool
have access to correctly. This app that I use all the time to
gradelink and google communicates to students implement daily
classroom. I am and parents what they have assessments. I use different
emerging in sending learned and what they have assessment tools for
emails to parents about yet to learn. For general different purposes and
student performance music, I am exploring how contexts. Each tool is used to
and progress. Parents to incorporate tech tools collect data that is analyzed
are notified like Pear Deck and Chrome and communicated with
electronically about Music Lab and exploring parents, families, and
upcoming student how to share relevant colleagues so support
performances. information with others. student learning. (Fall 2023)
(9/17/22) (3/31/23)
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
rovides students with
P rovides students with
P rovides students with
P I ntegrates the ongoing sharing of acilitates students’
F
feedback through additional feedback based clear and timely comprehensible feedback to leadership in seeking
assessed work and on formative assessments information about students from formal and and using ongoing
.7 Using
5 required summative from single lessons or strengths, needs, and informal assessments in ways comprehensible
assessment assessments. sequence of lessons. Seeks strategies for improving that support increased learning. communications about
information to to provide feedback in ways academic achievement. individual student
share timely otifies families of
N that students understand. ommunicates regularly with
C progress and ways to
and student proficiencies, rovides opportunities for
P families to share a range of provide and monitor
comprehensible challenges, and Communicates with comprehensible and timely assessment information that is support.
feedback with behavior issues families about student two-way communications comprehensible and responsive
students and through school progress, strengths, and with families to share to individual student and family
their families mandated procedures. needs at reporting periods. student assessments, needs.
Contacts families as needs progress, raise issues
arise regarding struggling and/or concerns, and guide
students or behavior issues. family support.
I am emerging in My school uses a program The web-based tool Make
developing calledGradelinkwhere Musicallows me to assign
communication teachers can connect with work to students and
strategies that are students and parents. grades students' work in a
culturally responsive to Gradelink has allowed me timely fashion. This
the families of my to share timely information software allows students to
students. I currently a nd comprehensible complete musical
mostly use emails to feedbackabout grades, assignments by playing into
communicate behaviors and attendance their microphone and
information to parents to parents and guardians. computer. Once students
about learning goals Through Gradelink, I am submit their work, the
and performances. able to contact families as computer grades their
Student performances needs arise regarding playing based on criteria
are posted on the struggling students or that I can choose. Since this
school website. behavior issues. Concert app is incorporated into the
Sometimes I write performances function as google classroom, students
hand-written notes to great opportunities to and parents have access to
parents/guardians so communicate and exhibit student information and
that student learning is student progress. In the progress. Parents can email
supported at home. future I hope to start me and I respond to emails
Monthly progress implementing a periodic within 24 hours on
reports and evaluations newsletter for ensemble weekdays. (Fall 2023)
are issued to parents. classes. (3/31/23)
(9/17/22)
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
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