CSTP 5 Melloy 12

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. 10/23 and summative appropriately matches questions about students’ differentiated student
5.1 Applying assessments. 10/23 pre-‐, formative and learning needs and learning needs and reflect
knowledge of the summative assessments. progress. progress.
purposes, Begins to identify specific
characteristics, and characteristics of Selects assessments Integrates a variety of Draws flexibility from a
uses of different assessments that yield based on clear characteristics into repertoire of appropriate
types of assessments different types of understanding of the assessments to allow assessment options and
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. knowledge.
I used formative and I would like to learn
summative assessments about specific
as required for grading characteristics of
students’ performance. I different types of
use benchmark assessments and how
assessments four times they can inform more
throughout the school than summative
year to show growth and assessments and aid in
areas to target in addressing needs of
instruction for each diverse learners. 10/23
student. 10/23

CSTP 5: Assessing Students for Learning

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. 10/23 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. 10/23 lessons based on analysis differentiation of assessments to provide
instruction. of assessment data. instruction. comprehensive Uses results of ongoing
10/23 information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
I use required I make adjustments to Informal assessments
assessments to assess whole group and small collected on a daily and
learning and growth for group instruction based weekly basis through a
students throughout the on data collected from variety of whole group
school year. I follow summative assessments. and small group meetings
processes for data 10/23 with students.
collection and use it to
plan necessary Data is used from formal
adjustments to lessons. and informal assessments
10/23 to regroup students by
need and in order to plan
lessons and interventions
as necessary. 12/14

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.
10/23 students. causes for trends.
I use assessment data Student assessment data

gathered from reviewed weekly to plan
benchmarks, unit groupings and assess
assessments, writing need for intervention or
assessments and use the reteaching. 12/14
data to inform future
instruction and what
areas to focus on for
individual students and
the class as a whole.
10/23


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. 10/23 individual students in language. integrated across content and academic language
5.4 Using assessment single lessons or standards for individuals for the fill range of
data to establish sequences of lessons. and groups. students.
learning goals and to Plans instruction using Plans differentiated
plan, differentiate, available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
and modify guidelines. 10/23 instruction to address to instruction to meet instruction targeted to to refine planning,
instruction 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 data from
assessments to set
learning goals for
individual students
during small group
instruction and to
address learning needs,
re-‐teaching, for the class
as a whole. 10/23


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. 10/23 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. 10/23 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 inform students of
lesson objectives and
learning goals verbally
and using grade level
appropriate academic
language. I need to work
on sharing personal
assessment results with
students that will be
accessible for the
Kindergarten grade level.
10/23

I use a data binder to
monitor student
progress. 10/23

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. 10/23 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
10/23 students. Ensure that audiences.
student learning
communications are
received by those who
lack access to technology.
I use the school wide I would like to explore

IlluminateEd system to additional technologies to
record grades and keep a implement individual
data binder to record assessments and
individual student additional ways to record
progress over the year. I results to streamline the
communicate with communication of
parents and guardians learning goals between
about student learning school and families.
goals and progress. 10/24
10/23


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 10/23 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.
behavior issues.
I follow school Students provided with
procedures to notify strengths and needs
families of proficiencies, during student-‐teacher
progress and behavior conferences in goal
issues. setting.

I would like to work on Families are regularly
sharing assessments communicated with in
results with students to regard to student
make the information strengths and areas of
accessible and useful for improvement. 12/14
student progress. 10/23

CSTP 5 Melloy 12

Încărcat de

Informații document

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

CSTP 5 Melloy 12

Încărcat de

Drepturi de autor:

Formate disponibile

CSTP

5: Assessing Students for Learning

I use assessment data Student assessment data

I use the school wide I would like to explore

S-ar putea să vă placă și