CSTP

5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
Is aware of the purposes Explores the use of Decides on the purpose Develops and adapts the Demonstrates purposeful
and characteristics of different types of pre- for assessment and skills range of appropriate use of a wide range of
formative and summative assessment, formative to be assessed to select assessments to address assessments to support
assessments. and summative appropriately matches questions about students’ differentiated student
assessments. pre-, formative and learning needs and learning needs and reflect
5.1 Applying
summative assessments. progress. progress.
knowledge of the
Begins to identify specific
purposes,
characteristics of Selects assessments Integrates a variety of Draws flexibility from a
characteristics, and
assessments that yield based on clear characteristics into repertoire of appropriate
uses of different
different types of understanding of the assessments to allow assessment options and
types of assessments
information about purposes and students with a ranges of characteristics to
student preparedness, characteristics of learning needs to maximize student
progress, and proficiency. assessments to support demonstrate what they demonstration of
student learning. know. (12/12/18) knowledge. (5/3/19)
7/20/18
I use formative I use several forms of My teacher leader project
assessments (123, formative assessments, was focused on creating a
thumbs up/down, white such as: whiteboard new assessment
board checks, exit slips) checks, exit slips, thumbs structure that will help
in addition to traditional up/down, etc… I have differentiate for students.
summative assessments. I started to alter my They have a two-part
use the student data from summative assessments assessment, one with
both formative to inform to include different types DOK ½ problems and the
my lessons during a of problems such as: second with DOK 1/2/3
concept and I use matching, true false, problems. Once they
evidence from summative definitions, and open show mastery on the DOK
assessments to make ended. (12/12/18) 1 and 2 problems they
decisions about whether move to an assessment
to move on or re-teach. with DOK 1/2/3 levels
7/20/18 problems to show
mastery of learning. I
have also started to
include a multiple-choice
option for some tests for
students that struggle
with free response type
problems.
(5/3/19)
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
Follows required on student learning. collect ongoing
5.2 Collecting and
processes for data Make adjustments in Uses analysis of a variety assessment data
analyzing
analysis and draws planning for single of data to inform Uses data analysis of a appropriate for the range
assessment data
conclusions about lessons or sequence of planning and broad range of of learner needs.
from a variety of
student learning lessons based on analysis differentiation of assessments to provide
sources to inform
of assessment data. instruction. 7/20/18 comprehensive Uses results of ongoing
instruction.
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. (12/12/18) success.
(5/3/19)
Exit slips are used as I use a mix of formative
informal assessment data assessments to plan for
to make decisions about next steps in lessons. In
my next lesson or two addition to have formal
based on how students assessments students
are progressing. I also have many opportunities
collect data by observing for informal assessment
students during practice, in the shape of goal
either independently or problems that students
when they are working in self check and during
pairs to assess class practice I give
understanding or students a practice set of
misconceptions. 7/20/18 problems and then
highlight several as target
problems that they
should use as a self-check
for informal assessment.
(12/12/18)
(5/3/19)

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
available assessment data additional assessment variety of data on student broad range of data work and fosters
as required by site and data individually and learning individually and individually and with colleagues ability to
5.3 Reviewing data, district processes. with colleagues and with colleagues to colleagues to analyze identify and address
both individually and identifies learning needs identify trends and student thinking and causes for achievement
with colleagues, to of individual students. patterns among groups of identify underlying patterns and trends.
monitor student students. causes for trends.
learning 7/20/18
(12/12/18)
(5/3/19)

CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
The math department
shares an office and this
allows for the natural
flow of ideas and sharing
of information. I have
shared student
assessment data with the
teacher that teaching the
courses above and below
my course in order to
align students thinking
and identify
misconceptions and to
attempt to predict why
these misconceptions are
happening. 7/20/18
(12/12/18)
(5/3/19)

CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
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. 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. (5/3/19)
7/20/18 (12/12/18)
Students are given a first My teacher leader project
attempt at a summative required me to sift
assessment that receives through assessment data
only written feedback to create a change that
from me in order to was needed and to
inform their learning monitor the changes
goals and I use it to guide effectiveness. The use of
my instruction. This data data was critical to see
is then used to group whether or not the new
students during practice assessment structure was
or to re-teach making any changes in
information. During student retention.

lectures I use several (5/3/19)
informal formative
assessments to guide
instruction. Depending on
the evidence gathered in
these informal
assessments I will make a
decision to move on, re-
teach, or give more
examples. 7/20/18
(12/12/18)
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 7/20/18 (12/12/18) achievement.
own progress toward
class or individual goals.
Our entire math
department uses a rubric
tied to three types of
problems to level
students based on their
understanding. The
students take part in the
leveling process too. I
give students “Goal
Problems” that are tied to
the rubric. The student
work through these
problems, then checks
against a teacher made
solution and self assesses
their ability. They then
use that information to
make decision about
practice and goals.
7/20/18
(12/12/18)
(5/3/19)
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
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 (12/12/18) audiences.
student learning
communications are (5/3/19)
received by those who
lack access to technology.
7/20/18
Students are given a level I develop assessments
tied to a rubric on every using Desmos and
summative assessment. I wolfram for visuals and
use a comprehensive Word to write
excel spreadsheet to assessments. The analysis
record student of assessment data is in a
assessment data. Our comprehensive
community uses an spreadsheet that includes
online gradebook that I all student scores and
update after every gives class data such as
summative assessment. mean and median for
In addition to our online concepts and as a whole.
gradebook I give students Communication is done

a printout from my Excel with students and
spreadsheet that details families via email and
all their levels on through our online
summative assessments gradebook. (12/12/18)
and their current (5/3/19)
percentage grade in the
course. 7/20/18
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
lessons. Seeks to provide academic achievement. in ways that support individual student
5.7 Using assessment
Notifies families of feedback in ways that increased learning. progress and ways to
information to share
student proficiencies, students understand. Provides opportunities provide and monitor
timely and
challenges, and behavior for comprehensible and Communicates regularly support.
comprehensible
issues through school Communicates with timely two-way with families to share a
feedback with
mandated procedures. families about student communications with range of assessment
students and their
progress, strengths, and families to share student information that is
families
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. 7/20/18
behavior issues. (12/12/18)
(5/3/19)
Students receive
feedback from summative
assessments and exit
slips the next class day. In
addition students receive
a level on all summative
assessments the next
class day. This is also
updated on our online
gradebook.
Communication with
parents happens during
back to school night,
parent teacher
conferences, and a couple
emails to all parents
regarding structure of
class and assessments.
Pilgrim also provides
written comments at
three different grading
periods for students that
are less than an 80%. In
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating
addition, if any student
receives a level 1 or less
on any summative
assessment then I email
the family and student to
inform all parties.
7/20/18
(12/12/18)
(5/3/19)