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.
For formative and
summative assessment
practices, I consider
myself exploring. I
provide my students with
summative assessments
each Friday that test their
knowledge on what they
learned during the week.
Monday-Thursday, I give
the students ample
formative assessments
for all subjects. An
example of a formative
assessment that I use in
math is white board
practice with projecting
various problems from
the resource common
core one atta time.
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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 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.
This second semester For my second year of
I experimented with teaching, I am focusing on
providing the students
project-based with alternative
assessments and got assessment options. I still
great results from it. hand out the
Our grade curriculum paper/pencil-based
provides assessments provided by
the curriculum. For
paper/pencil-based science and social studies,
assessments only. I I am providing the
got permission from students with a project-
my principal to based assessment. This
include a project- semester we completed
project-based
based assessment. assessments by
For science, math, completing timelines and
and reading, my visual displays. My class
students completed a is also completing a novel
project-based study on Number the
Stars, which has allowed
assessment that
the students to complete
included a grading a project-based
rubric as part of the assessment in addition to
directions. I will comprehension questions
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

continue to use this that require higher order
assessment strategy thinking.
going forward. 12/06/23 fc

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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
I use formative data to
inform me on student
understanding. For math,
I provide the students
with an “exit ticket”. If I
notice that a large chunk
of the class is not
understanding the
concept that I instructed,
I will reteach the concept
the next day instead of
moving on. This applies
for reading
comprehension as well.
We read our textbook as
whole class, but if I notice
the class is struggling on
the reading
comprehension page, I
will re-read the
story/informational text
with the students.
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Reviews and monitors Reviews and monitors
5.3 Reviewing data, available assessment data additional assessment
both individually and as required by site and data individually and
with colleagues, to district processes. with colleagues and
monitor student identifies learning needs
learning of individual students.
Applying Integrating Innovating
Formative data helps Students take the
guide my instruction STAR testing for
weekly. I use a math & reading,
variety of formal data which is a summative
from exit tickets, assessment that
worksheets, check provides student,
ins, and various teacher, and parent
games. Most recently with data on student
I had students create reading & math
“matchbox cards” for performance.
our novel study. Additionally,
Students wrote a formative
short summary on a assessment is used
notecard and daily using exit
illustrated a picture tickets, worksheets,
of a event that check ins, Quizlet’s,
happened in the blookets, and pre-
chapter. This helped tests. Both formative
me understand who and summative
is grasping the assessments are
reading and who frequently used to
needs to re-read a guide instruction.
chapter.
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Reviews and monitors a Reviews and monitors a Facilitates collaborative
variety of data on student broad range of data work and fosters
learning individually and individually and with colleagues ability to
with colleagues to colleagues to analyze identify and address
identify trends and student thinking and causes for achievement
patterns among groups of identify underlying patterns and trends.
students. causes for trends.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I am currently working Each week, I am This year, I am the
alongside my mentor required to grade a only 5th grade teacher
teacher who I show my
students assessment data
set number of on campus. However,
to on a regular basis. My assignments per my mentor teacher and
mentor teacher is week. I review these I meet weekly to
currently showing me scores weekly when I discuss
how to create rotation input grades. formative/summative
groups that are based off assessment data and
assessment data. These
Additionally, I review
groups will help the a variety of formative classroom updates. I
students to receive a assessments such as also communicate
more 1x1 scaffolding exit tickets, review with parents weekly if
from me. games, worksheets, their student scored
and check ins. I also poorly on an
9/21/22 fc assignment or will
review our school
STAR data which is a need additional study
testing students do time for an upcoming
twice a semester. test.
This data testing
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provides me with 4/2/2024 fc
information that
helps me form my
small group
instruction.

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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
5.4 Using assessment
site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
data to establish
learning goals for the goals for class and content and academic language that are learning goals for content
learning goals and to
class. individual students in language. integrated across content and academic language
plan, differentiate,
single lessons or standards for individuals for the fill range of
and modify
sequences of lessons. and groups. students.
instruction
Plans instruction using Plans differentiated
available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
CSTP 5: Assessing Students for Learning
Element Emerging
guidelines.
For element 5.4, I
consider myself
emerging. I am working
with my mentor teacher
on how to differentiate
through varied
instruction. Currently, I
do not modify
instructions or
differentiate. A priority
goal of mine this school
year is to differentiate my
teaching through varied
instructional practices.
9/21/22 fc
Exploring Applying Integrating Innovating
instruction to address to instruction to meet instruction targeted to to refine planning,
learning needs of students’ diverse learning meet individual and differentiate instruction,
individual students. 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 assessment data We focus on content
from a variety of and academic
places to inform my language through
instructional practicing our
strategies. I use a vocabulary words at
variety of formative the start of the week.
assessments to guide We write down our
vocabulary word
my class content
goals. I adjust my definitions identifying
instruction based off their part of speech.
student formative Additionally, we write
data and provide sentences and draw a
differentiation for picture to connect our
vocab understanding.
math and reading
through small group At the end of the
instruction. week, the students
take a graded Quizlet
5/5/23 fc quiz on the weekly
vocab words.
Both summative and
formative assessments
are used to guide
instruction through the
use of exit tickets,
online games like
Quizlet, worksheets,
comprehension
questions, and project
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
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.
For element 5.5, I
consider myself
exploring. I have a sign-
up sheet in my classroom
that students can sign up
on to meet me in my
“office”. During this time,
I will show them their
grades, areas to celebrate,
and subjects to improve
on. It is during this time
that students will set a
goal to meet on their
Friday quizzes which
make up a big percentage
of their grade.
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Applying Integrating Innovating
based activities.
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4/2/2024 fc
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
achievement.
Students in my class Students are
set academic and required to give
personal goals for written responses for
themselves at the science, social
beginning of each studies and reading.
quarter. I For each subject
implemented a new activity, I provide the
“check in” method students with a
during math that has model answer of
yielded positive what their work
results. Students should look like. This
complete a set of has worked like a
problems around the checklist for students
room called a “math to review before
scoot”. Once the submitting an
students finish the assignment.
scoot, they can check  Do I have full
in with me to see the sentences?
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

answer key and make  Do I have at
changes. This really least 1-2
has helped with supporting
accuracy during details?
math solving and  Did I use
motivates students to punctuation
master the math skill. correctly?

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Uses available Explores use of additional Uses technology to design Integrates a variety of Use a wide range of
technologies to record technologies to and implement technologies into the technologies to design,
assessments, determine 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 regarding
analysis, and
about student learning. colleagues, families, and audiences. student learning to all
communication of
students. Ensure that audiences.
student learning
communications are
received by those who
lack access to technology.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I am currently using a Our school recently Our school still uses
school provided grading implemented a new Renweb to connect
and report system called
RenWeb. Through this
system in which with families
system, I report student parents are notified regarding behavior
grades on all academic each time a failing and grades. I am
subjects, including grade is entered in diligent about
behavior. This academic the grade book. We updating grades on
and behavior data is
available for admin and
use an online Renweb weekly.
parents to see. I also communication Additionally, I send
communicate directly system called home a Friday folder
with parents for students Renweb that allows each Friday that has
who have slipping or me to update grades all graded paperwork
failing grades.
and communicate for parents to look
9/21/22 fc with parents all on over.
one platform. All of
my parents have 12/06/23 fc
access to the 4/2/2024 fc
platform and most of
them check it
regularly.

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5.7 Using assessment Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
information to share feedback through additional feedback clear and timely sharing of leadership in seeking and
timely and assessed work and based on formative information about comprehensible feedback using ongoing
comprehensible required summative assessments from single strengths, needs, and to students from formal comprehensible
feedback with assessments. lessons or sequence of strategies for improving and informal assessments communications about
students and their lessons. Seeks to provide academic achievement. in ways that support individual student
families Notifies families of feedback in ways that increased learning. progress and ways to
student proficiencies, students understand. Provides opportunities provide and monitor
challenges, and behavior for comprehensible and Communicates regularly support.
issues through school Communicates with timely two-way with families to share a
mandated procedures. families about student communications with range of assessment
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
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

as needs arise regarding concerns, and guide student and family needs.
struggling students or family support.
behavior issues.
For element 5.7, I believeCommunication with
that I am already at the
parents is done on a
applying element. I am very
prompt about my grading weekly basis for me. I
and always get my studentsinput grades daily
formative/summative
and send out a
assignments back in a timely
weekly newsletter
manner. I also grade almost
all assignments that the each Thursday that
students turn in. If a student
notifies parents what
has failed an assignment or
is going on in the
has a failing grade, I talk
coming week.
with the student directly to
find out what their need is.
This week, I emailed the Additionally, I send
parents of students who home graded work
have failing grades. I and completed
communicate with assignments weekly
parents about classroom
wins, behaviors, and any
in the students
academic concerns I have. Friday folders. I still
reach out to parents
9/21/22 fc via phone to
communicate both
bad behavior and
stellar behavior.

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