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
5.1 Applying assessments. (9/25/18) 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
(9/25/18) student learning. know. knowledge.
I try to assess my
students' learning beyond
the standard quizzes and
chapter test. I understand
the importance of
establishing a strong
knowledge base upon
which to build future
concepts and attempt to
judge that from
individual questioning
and discussion.
(9/25/18)
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. (9/25/18) 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
(9/25/18) information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
I allow some time during
each lesson to have
students applying the
concept themselves while
I circulate determining if
they are ready to move
on. I listen to their
discussions with their
peers, or ask them to
explain their reasoning to
me. If there are still
misunderstandings, I will
do a quick reteach of the
material using a different
strategy that the first
time. (9/25/18)
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
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.
(9/25/18) students. causes for trends.
I try to review the results
of my assessments to
determine the concepts
the students struggled
with most. I compare the
nature of the errors to the
way the material was
presented in class. I plan
in spiral reviews as
appropriate and consider
modifications to my
lessons (upcoming and in
future years). In addition,
math teachers in my
district meet during the
summer to evaluate the
most missed questions
for their content area and
develop resources to
supplement lessons the
following year. (9/25/18)
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. (9/25/18) 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. (9/25/18) 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 try to always go back and
review my students'
success and struggles on an
assessment and use that to
improve the way I teach it
next year. I also try to do
some reteaching and spiral
review of past concepts
back into the new lessons
but I don't feel like I do it
enough. Most of my
adjustments are currently
made at the class level but I
am just starting to use a
software product that is
designed to help me really
assess where each student
is relevant to the current
curriculum and then to
design activities
specifically tailored to
where they need support.
(9/25/18)
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. (9/25/18) 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. (9/25/18) lessons or sequence of basis. across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual goals.
Learning objectives are
reviewed at the start of
every lesson. Formal
assessments results are
reviewed the next day or
within a few days.
Students have an
opportunity to analyze
their errors and ask for
clarification. Students can
also do a more in-depth
review outside of class
time. (9/25/18)
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
(9/25/18) 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.

I currently use the

standard tools to assess
my students, record the
results and communicate
with staff, students and
their families. Some of my
colleagues are using
Google forms for
assessments which
provides immediate
feedback to students.
With my lowest level
math class, I have just
started using a software
application which
assesses students at their
skill level, provides
immediate feedback and
individual reteaching
support. (9/25/18)
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 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
sequence of lessons. Seeks to
assessments. provide feedback in ways
strategies for improving and informal assessments communications about
5.7 Using assessment
that students understand. academic achievement. in ways that support individual student
information to share
Notifies families of (9/25/18) increased learning. progress and ways to
timely and
student proficiencies, Provides opportunities provide and monitor
comprehensible
challenges, and behavior Communicates with families for comprehensible and Communicates regularly support.
feedback with about student progress,
issues through school timely two-way with families to share a
students and their strengths, and needs at
mandated procedures. communications with range of assessment
families reporting periods. Contacts families to share student information that is
families as needs arise
assessments, progress, comprehensible and
regarding struggling
students or behavior issues.
raise issues and/or responsive to individual
(9/25/18) concerns, and guide student and family needs.
family support.
I try to use individual
practice time to conduct
informal formative
assessments of my
students' learning. If they
are struggling, I try to
come at the concept in a
different way that may be
better suited for their
learning style. If I find
many students with
similar difficulties, I will
stop the class for a mini-
reteach lesson. I always
include comments on
formal grade reports
highlighting areas of
concern. In between
formal grades, I will
contact individual
families as needed to
address areas of concern.
(9/25/18)