CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Is aware of the purposes Explores the use of
and characteristics of different types of
formative and summative pre-assessment,
assessments. formative 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​.​11/16/19
I use different
assessments for the
different content areas.
For instance I use
benchmark assessment at
the beginning and end of
the year for Math,
Writing, and Religion.
These are use to plan
lessons and also show
growth for students.
Formative assessment is
used daily and across all
content areas as a way to
check for understanding.
Formative assessment is
then used at the end of a
unit of theme to assess for
mastery.​ ​11/16/19
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 year I moved many
of my assessments away
from multiple choice or
short answer
assessments into
performance tasks.
Through these
performance tasks I can
evaluate the students'
understanding of the
content and skills. I am
working at my school site
to have us move to more
standards based grading.
I have never used a
punitive grading system,
but I am getting more of
my colleagues to use DOK
3 or 4 assessments in lieu
of DOK 1 and 2.
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. supplemental assessment data on provides formal and systematically throughout
assessments. student learning. informal assessment data instruction to collect
5.2 Collecting and Follows required on student learning. ongoing assessment data
analyzing processes for data Make adjustments in Uses analysis of a variety appropriate for the range
assessment data analysis and draws planning for single of data to inform planning Uses data analysis of a of learner needs.
from a variety of conclusions about student lessons or sequence of and differentiation of broad range of
sources to inform learning lessons based on analysis instruction.​11/16/19 assessments to provide Uses results of ongoing
instruction. of assessment data. comprehensive data analysis to plan and
information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction.
Informal formative Beginning with semester
assessment, checking for three of the FOTIP I
understanding, and started working on
anecdotal information is assessment plans for
gathered continually individual students. I
during the school day. have not done this for my
Benchmark assessments entire class, but I use this
are used for placement for focus students who
and measuring growth. have varied needs. The
Student work is collected assessment plan keep me
for analysis and used as a on track and helps me
tool to share feedback monitoring student
with students.​ ​11/16/19 learning in a more
organized way.
CSTP 5: Assessing Students for Learning
Reviews and monitors Reviews and monitors Reviews and monitors a
5.3 Reviewing data, available assessment data additional assessment variety of data on student
both individually and as required by site and data individually and with learning individually and
with colleagues, to district processes. colleagues and identifies with colleagues to
monitor student learning needs of identify trends and
learning individual students. patterns among groups of
students.​11/16/19
At my school site we have
a half-day once a moth as
Data Team Meetings. This
is a time where we review
our writing, reading, and
math data from
benchmark and
standardized assessments
as a faculty. We use this
data to plan next steps for
each of our students.
11/16/19
Reviews and monitors a Facilitates collaborative
broad range of data work and fosters
individually and with colleagues ability to
colleagues to analyze identify and address
student thinking and causes for achievement
identify underlying patterns and trends.
causes for trends​.
After January we began to
look at the variance in
math growth on
standardized tests and
noticed that female
students growth rates
were lower than male
students. We began
completing a root cause
analysis to determine the
reason for this trend.
CSTP 5: Assessing Students for Learning
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.​5/2/20 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 and make ongoing
needs.​5/2/20 adjustments to match the
evolving learning needs
Modifies lessons during of individuals and groups.
instruction based on
informal
assessments.​5/2/20
I make clear learning I give my students some I use a “fist to five”
goals with students for choice in how they strategy in my class to
reading and writing, but I present their knowledge monitor students needs
need to expand this of a certain topic. This during instruction. All
across all content areas. differentiation helps students place their fist
students use their unique on their chest and show
skills and abilities to me their level of
show mastery of a understanding. I tell the
subject. class that this lets me
know if I can move
I have begun to use my forward and who needs
standardized tests more me to check in with them
as a data tool to inform at the beginning of
instruction in my class. independent or group
Previously I would use work.
mostly benchmark Fist to Five anchor chart
assessment and states:
information observation, 5 – I completely
so now I am using a larger understand (can teach it)
variety of 4 – I mostly understand
assessments.​5/2/20 (can show it)
3 – I understand pretty
well
CSTP 5: Assessing Students for Learning
2 – I need help
1 – I don’t understand at
all yet.​5/2/20
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 summative learning goals through and goal setting processes and set learning goals self-assessment, goal
assessment results. single lessons or for learning content and related to content, setting, and progress
Recognizes the need for sequence of lessons that academic language academic language, and monitoring.
5.5 Involving all
individual learning goals. include goal setting development.​5/2/20 individual skills.
students in
exercises. Develops students’
self-assessment,
Monitors progress using Guides students to Integrates student meta-cognitive skills for
goal-setting, and
available tools for Provides students with monitor and reflect on self-assessment, goal analyzing progress and
progress monitoring
recording. opportunities in single progress on a regular setting, and progress refining goals towards
lessons or sequence of basis.​5/2/20 monitoring across the high levels of academic
lessons to monitor their curriculum. achievement.
own progress toward
class or individual goals.
CSTP 5: Assessing Students for Learning
During our mindfulness This year I have been
lessons we use using SMART goal setting
self-questioning with my students that
techniques that allow for have culminated in
self-assessment and student run conferences.
growth mindset. In the This was very successful
beginning of the school for the first trimester and
year the student start a students were able to
Google portfolio when display their struggles
they keep all typed and strengths to their
documents. We will go parents. The students and
back and review these I developed the goals
periodically, students are together so they were
always surprised at how powerful in the support
much progress they make of the student learning.
all year long. Student use 5/2/20
the same rubric that I use
to critic their work as
part of the revision
process. I then use the
same rubric. That way the
student begins to
calibrate their
self-assessments to my
expectations.
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
5.6 Using available proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and provides
technologies to assist make required results, and communicate communicate about of assessments, and for an in depth and
in assessment, communications about with administration, student learning with communication of ongoing communication
analysis, and student learning. colleagues, and families administration, student learning to all regarding student
communication of about student learning. colleagues, families, and audiences.​5/2/20 learning to all audiences.
student learning students. Ensure that
communications are
received by those who
lack access to technology​.
CSTP 5: Assessing Students for Learning
I spend many hours on This school year I have
the front end prepping worked diligently to
my assessments. Many provide technology
informal assessments will resources to my students.
publish feedback that I I have initiated Computer
have put in prior to the Science twice a week in
assessment. My students lieu of our regular science
are also always given any curriculum. Students are
grading rubric that I will currently using
be using on their technology in all subject
claim-evidence-reasoning areas. In social studies I
assessments and projects. have modifications that
Parents also receive this allows all of my students
information through my to access the curriculum
Google Classroom. Report without language barriers
cards and progress and vocabulary
reports are sent out all difficulties. ​5/2/20
electronically and I can
track the data on who has
reviewed each document.

Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
feedback through additional feedback based clear and timely sharing of leadership in seeking and
assessed work and on formative assessments information about comprehensible feedback using ongoing
required summative from single lessons or strengths, needs, and to students from formal comprehensible
assessments. sequence of lessons. strategies for improving and informal assessments communications about
5.7 Using assessment
Seeks to provide feedback academic achievement. in ways that support individual student
information to share
Notifies families of in ways that students increased learning. progress and ways to
timely and
student proficiencies, 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
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.
family support.​5/2/20
CSTP 5: Assessing Students for Learning
struggling students or
behavior issues.
I feel that I am very good This school year I have
at sharing what we are started using Google
doing in class with Classroom much more
parents and students. frequently to have
However, I feel that I students work on
need to work on ensuring assignments. This way I
that parents are can give feedback quickly
reviewing their students and on an ongoing basis. I
returned work. I use an also have been sharing
electronic grading standardized test results
program so parents can with my students often so
see scores, but the that they can graph their
written feedback I progress. ​5/2/20
provide would be even
more important that just
a score in a gradebook.