CSTP

5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of the purposes Explores the use of
and characteristics of different types of
formative and summative pre-assessment,
assessments. formative and summative
assessments.
5.1 Applying
knowledge of the
Begins to identify speci ic
purposes,
characteristics of
characteristics, and
assessments that yield
uses of different
different types of
types of assessments
information about
student preparedness,
progress, and pro iciency.
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 re lect
summative assessments. progress. 11/15/2019 progress.
7/19/2019 04/06/2020
Draws lexibility from a
Selects assessments Integrates a variety of repertoire of appropriate
based on clear characteristics into assessment options and
understanding of the assessments to allow characteristics to
purposes and students with a ranges of maximize student
characteristics of learning needs to demonstration of
assessments to support demonstrate what they knowledge.
student learning. know.
CSTP 5: Assessing Students for Learning
I used entry-level
assessment to establish
what students already
know. I assigned students
to groups based on their
performance. All students
had to complete same
activities but they ccoul
do it with no or little help.
I also used STAR testing
scores to identify
students who needed
most help. Students who
struggled had an
individual meeting with
me and paraprofessional
to establish goals. I
assessed students again
and decided on further
lessons. 7/19/2019
I started using many
assessments that give me
information about what
students already know
and what they learned.
Based on that assessment
I decide what students
still need to learn. I used
Formative assessment in
the middle of the unit and
after as my inal
assessment. I also created
rubrics using online
rubric creator to measure
how students performed
in their activity.
11/25/2019
I used gizmos simulation
and questions to evaluate
what students learned
from the previous
lessons. The goal of this
simulation was to check if
students are able to use
the content knowledge in
a real life example. I used
the data from this
assessment to analyze
students’ strengths and
struggles. I contacted
students via email who
showed
misunderstanding of the
concept. 04/06/2020
CSTP 5: Assessing Students for Learning
Use data from required Explores collecting Collects a variety of
assessments to assess additional data using formal and informal
student learning. supplemental assessment data on
assessments. student learning.
Follows required 7/19/2019
5.2 Collecting and
processes for data Make adjustments in
analyzing
analysis and draws planning for single Uses analysis of a variety
assessment data
conclusions about lessons or sequence of of data to inform planning
from a variety of
student learning lessons based on analysis and differentiation of
sources to inform
of assessment data. instruction.
instruction.
I interpret STAR testing
data every quarter. The
data is my resource in
establishing individual
learning plans for
students who are at an
“urgent” level. I contact
parents and hold
meetings where we
decide on goals for a
student. I also hold a
meeting with particular
students to establish their
individual goals. I use
formative in-class
assessment to learn what
students already know.
Based on the observation
of students, their
engagement in class I
decide what form my
lessons should take. If it
should be a lecture style,
hands-on, or
project-based learning.
7/19/2019
Designs and integrates an Infuses assessments
assessment plan that strategically and
provides formal and systematically throughout
informal assessment data instruction to collect
on student ongoing assessment data
learning.04/05/2020 appropriate for the range
of learner needs.
Uses data analysis of a
broad range of Uses results of ongoing
assessments to provide data analysis to plan and
comprehensive differentiate instruction
information to guide for maximum academic
planning and success.
differentiation of
instruction.11/15/2019
I use a broad range of
technological resources to
learn about students
learning. I use Formative
quiz before and after a
lesson, Google surveys,
quizlet, kahoot, jeopardy,
and tests. 11/15/2019
I used Stileapp lessons
and written responses as
the irst informal
assessment of students
learning. I analyzed their
responses to plan future
lessons. Next, I used
Kahoot as an informal
assessment of students
learning. Students love
using Kahoot so it was fun
for them. The inal test is
the formal assessment.
This broad range of
assessment and
differentiated types of
questions help me to
CSTP 5: Assessing Students for Learning
determine what resources
I should use next time.
04/05/2020
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
5.3 Reviewing data, as required by site and data individually and with learning individually and individually and with colleagues ability to
both individually and district processes. colleagues and identi ies with colleagues to colleagues to analyze identify and address
with colleagues, to learning needs of identify trends and student thinking and causes for achievement
monitor student individual students. patterns among groups of identify underlying patterns and trends.
learning students. causes for trends.
7/19/2019 12/07/2019
04/05/2020
CSTP 5: Assessing Students for Learning
Together with a
paraprofessional I
analyze STAR testing data
and decide on students
grouping. I am also in
constant contact with the
school counselor. I
discuss the possible
causes of a student’s
underachievement. I refer
to other teachers to
compare students’
performance and plan
individual learning goals
for students who struggle.
7/19/2019 12/07/2019

I used different type of

the STAR test to review
the impact of the fall
instruction. I assessed the
progress of students with
the paraprofessional and
we described next
steps.04/05/2020
CSTP 5: Assessing Students for Learning
Uses data from Uses data from available Uses a variety of Uses a broad range of Re lects 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 re inements 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 ill 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 modi ications Plans differentiated Uses data systematically
plan, differentiate,
guidelines. instruction to address to instruction to meet instruction targeted to to re ine planning,
and modify
learning needs of students’ diverse learning meet individual and differentiate instruction,
instruction
individual students. needs. 7/19/2019 group learning needs. and make ongoing
12/07/2019 04/06/2020 adjustments to match the
evolving learning needs of
Modi ies lessons during individuals and groups.
instruction based on
informal assessments.
I try to know my students After learning about fungi
irst and then plan I assign a real-life
instructions based on experiment. The mold
what they already know. I investigation was
have a lot of kinesthetic designed to assess
learners so I plan my students’ understanding
lessons accordingly. I use of mold growth and to
hands-on projects and practice their skills in
implement NGSS data collecting. Students
standards. Students often answered some questions
work as investigators to before the investigation
solve a problem. I use and formed a hypothesis.
Exploratorium snacks I was able to evaluate
that are project-based their responses and
lessons. This approach respond individually to
includes visual, verbal, each student. This was my
kinesthetic, and logical qualitative assessment. I
learners. 7/19/2019 also assign a video where
12/07/2019 I asked questions about
the experiment. This was
my quantitative
assessment where I could
see the percentage of
students’
CSTP 5: Assessing Students for Learning
Informs students about Begins to encourage Models and scaffolds
learning objectives, students to establish student self-assessment
outcomes, and summative learning goals through and goal setting processes
assessment results. single lessons or for learning content and
Recognizes the need for sequence of lessons that academic language
5.5 Involving all
individual learning goals. include goal setting development. 7/19/2019
students in
exercises.
self-assessment,
Monitors progress using Guides students to
goal-setting, and
available tools for Provides students with monitor and re lect on
progress monitoring
recording. opportunities in single progress on a regular
lessons or sequence of basis.
lessons to monitor their
own progress toward
class or individual goals.
At the beginning of the
school year, I have
sessions on the
organization and setting
goals. Students answer
questionnaire questions
and self-assess
themselves. Later in the
year they review their
responses and analyze if
any changes. Students set
goals for themselves at
the beginning of the year.
Students also receive
rubrics where I explain
step-by-step what needs
to be mastered to be
successful. Students
participate in a discussion
where they explain how
they accomplished goals
in the rubric. 7/19/2019
understanding.04/05/20
20
Implements structures Provides systematic
for students to self-assess opportunities for student
and set learning goals self-assessment, goal
related to content, setting, and progress
academic language, and monitoring.
individual skills.
11/15/2019 Develops students’
meta-cognitive skills for
Integrates student analyzing progress and
self-assessment, goal re ining goals towards
setting, and progress high levels of academic
monitoring across the achievement.
curriculum.
After students STAR
testing I discussed with
students their results and
they answered a survey
where they provided
information about their
goals for the next STAR
testing. Students wrote
their personal goals and
actions they have to take
to accomplish them.
11/15/2019
CSTP 5: Assessing Students for Learning
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
pro iciency levels, and assessments, record analyze results, and implementation, analysis assessments and provides
5.6 Using available
make required results, and communicate communicate about of assessments, and for an in depth and
technologies to assist
communications about with administration, student learning with communication of ongoing communication
in assessment,
student learning. colleagues, and families administration, student learning to all regarding student
analysis, and
about student learning. colleagues, families, and audiences. 04/05/2020 learning to all audiences.
communication of
students. Ensure that
student learning
communications are
received by those who
lack access to technology.
7/19/201912/07/2019
I use STAR testing data to 8th grade class took an
analyze students learning. online test on heat
I share data with parents transfer. I reviewed all the
during parent-teacher answers and left a
conferences. Parents have comment. If I noticed that
a look at different a student misunderstood
assessments on my the question, I emailed
computer and also receive the student directly and
a summary in a hard copy provided him/her with a
form. During school staff resource to help better
meetings I analyze data understand the concept.
and set goals for students This is distance learning
and myself. I keep all data test so I gave students a
on my drive that is shared chance to improve their
with other staff members. answers and evaluate
I communicate with the their own learning.
principal if I am concern 04/05/2020
about particular students
and decide if I should
schedule a meeting with
parents. 7/19/2019
12/07/2019
CSTP 5: Assessing Students for Learning
Provides students with Provides students with Provides students with
feedback through additional feedback based clear and timely
assessed work and on formative assessments information about
required summative from single lessons or strengths, needs, and
assessments. sequence of lessons. strategies for improving
5.7 Using assessment Seeks to provide feedback academic achievement.
information to share Noti ies families of in ways that students
timely and student pro iciencies, understand. Provides opportunities
comprehensible challenges, and behavior for comprehensible and
feedback with issues through school Communicates with timely two-way
students and their mandated procedures. families about student communications with
families progress, strengths, and families to share student
needs at reporting assessments, progress,
periods. Contacts families raise issues and/or
as needs arise regarding concerns, and guide
struggling students or family support.
behavior issues. 7/19/2019 11/15/2019
I am in constant contact
with parents through
phone calls, emails, and
ClassDojo platform.
During parent-teacher
conferences I show
students’ work, grades,
test scores and decide on
students goals. My
students come to see me
during lunch breaks and
after school to discuss
their accomplishments
and decide on a plan for
their improvement. If
necessary, I meet with
parents after school to set
up goals for their
children. 7/19/2019
11/15/2019
Integrates the ongoing Facilitates students’
sharing of leadership in seeking and
comprehensible feedback using ongoing
to students from formal comprehensible
and informal assessments communications about
in ways that support individual student
increased learning. progress and ways to
provide and monitor
Communicates regularly support.
with families to share a
range of assessment
information that is
comprehensible and
responsive to individual
student and family
needs.04/05/2020
During the distance
learning I emailed
parents to communicate
them the progress of their
children. I analyzed what
students have learned,
what kind of assessments
I use, and what students
can expect in the 4th
quarter. I explained to
parents how students’
grades will be evaluated
and why it is important
that they continue
learning. I showed
parents data from tests
and examples of work
that students did.
04/05/2020