CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Is aware of the purposes and Explores the use of different
characteristics of formative and types of pre-assessment,
summative assessments. formative and summative
assessments.
5.1 Applying knowledge of
the purposes,
Begins to identify specific
characteristics, and uses of
characteristics of assessments
different types of
that yield different types of
assessments
information about student
preparedness, progress, and
proficiency.
I have been working with
my mentor teacher to
learn of all the various
assessments we have
available to us, what
works best for our age
group, as well as what
assessments are best
designed for student
success.
9/26/17
Applying
Decides on the purpose for
assessment and skills to be
assessed to select appropriately
matches pre-, formative and
summative assessments.
Selects assessments based on
clear understanding of the
purposes and characteristics of
assessments to support student
learning.
Along with learning about
the various assessments
and their strengths or
weaknesses, I am
beginning to learn how to
determine which
assessments
appropriately match
what exactly it is I am
trying to assess.
9/26/17
Integrating
Develops and adapts the range
of appropriate assessments to
address questions about
students’ learning needs and
progress.
Integrates a variety of
characteristics into assessments
to allow students with a ranges
of learning needs to
demonstrate what they know.
Innovating
Demonstrates purposeful use of
a wide range of assessments to
support differentiated student
learning needs and reflect
progress.
Draws flexibility from a
repertoire of appropriate
assessment options and
characteristics to maximize
student demonstration of
knowledge.
Everything students say and do
can be taken as some form of
assessment. Where once I was
stuck on worksheets and
“traditional” forms of
assessment, I now rely on
alternative forms – ones that
work to reach all styles of
learning from my students. By
doing this, a greater number of
my students are showing
improvement in their learning
and demonstrating less
behaviors of anxiety.
5/8/18
As I have stated in
previous forms, I take
everything and anything
as a form of assessing
student understanding.
Discussions, writings, exit
tickets, and more all
provide a quick view into
student understanding,
while more formal tests
provide an in-depth view
into student
understanding. Whether
it be formative or
summative, each
assessment is crucial in
the formation and
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
delivery of future lessons.
12/10/18

All assessments, both

formal and informal, are
essential for lesson
planning and gaging
student understanding of
concepts. Things like
thumbs up/thumbs
down, exit tickets, and
review discussions help
for me to see which
students are
understanding concepts,
and which need more
time. Then, I am able to
plan my lessons
accordingly. This way, all
students feel both
challenged and supported
in all aspects of learning
and are willing to be
more honest when it
comes to demonstrating
their abilities.
5/5/19
CSTP 5: Assessing Students for Learning
Element Emerging
Use data from required
assessments to assess student
learning.
5.2 Collecting and Follows required processes for
analyzing assessment data data analysis and draws
from a variety of sources conclusions about student
to inform instruction. learning
Exploring
Explores collecting additional
data using supplemental
assessments.
Make adjustments in planning
for single lessons or sequence of
lessons based on analysis of
assessment data.
With each assessment, I review
my teaching practices, lesson
materials, and lesson learning
expectations to see what I can
do to better facilitate student
understanding in the future.
Likewise, I will go through
future lessons to change factors,
add more time, or provide
different assessments to better
facilitate student success.
9/26/17
Applying
Collects a variety of formal and
informal assessment data on
student learning.
Uses analysis of a variety of data
to inform planning and
differentiation of instruction.
Every paper, project, and
assignment can be taken as a
formative or summative
assessment. Even observations
during whole group lessons be
formative assessments, and this
is exactly how I use observation
during whole group instruction.
With each assignment that I
collect, I am assessing myself,
my teaching, and my students’
readiness to either move on or
spend more time on a lesson.
9/26/17
Integrating
Designs and integrates an
assessment plan that provides
formal and informal assessment
data on student learning.
Uses data analysis of a broad
range of assessments to provide
comprehensive information to
guide planning and
differentiation of instruction.
Innovating
Infuses assessments
strategically and systematically
throughout instruction to collect
ongoing assessment data
appropriate for the range of
learner needs.
Uses results of ongoing data
analysis to plan and
differentiate instruction for
maximum academic success.
Educational games, poems,
student skits, songs…all of these
can be seen as assessments if
used in the right way. Not only
do these assessments keep
students engaged, they also
provide differentiation and
more opportunities for different
types of learners to show their
ability to shine in school. The
results of these assessments are
then used to help drive my
following instruction.
5/8/18
All assessments, whether
they be formative,
summative, formal, or
alternative, are presented to
students strategically and
systematically to support
instruction and student
learning. After providing
these assessments, I then
not only analyze student
results, but the overall
effectiveness of the actual
assessment itself. If
students overall struggled to
complete the assessment
successfully, I look not at
their studying abilities, but
the assessment itself.
Oftentimes, I will then
provide a new assessment to
see if I need to spend more
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
time reteaching the topic, or
if it was just the assessment
that proved to be overly
difficult for students. From
there I can adjust instruction
and assessment to better fit
the needs and learning
styles of my class.
12/10/18

Assessments provide a
fantastic snapshot into
what is happening inside
a student’s brain at any
given point in time. One
thing to remember,
however, is that students’
emotions and daily life
shift from day to day.
While one day they may
be having a difficult time
grasping a concept, the
next day they could be
absolutely on track in
their strategies and
understanding. As a
teacher, then, it is
important to asses
student knowledge daily
in one way or another.
This way, differentiated
groups stay fluid and
students receive the
instruction they actually
need, instead of the
instruction we think they
need as teachers.
5/5/19
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating
Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a
5.3 Reviewing data, available assessment data additional assessment variety of data on student broad range of data
both individually and as required by site and data individually and learning individually and individually and with
with colleagues, to district processes. with colleagues and with colleagues to colleagues to analyze
monitor student identifies learning needs identify trends and student thinking and
learning of individual students. patterns among groups of identify underlying
students. causes for trends.
With every completed
assessment, I work with my
master teacher to decide what
we are going to do next in the
lesson. Also, when STAR testing
was completed for Reading and
Math, the teachers throughout
the entire school came together
as a team to help each other
access the data, analyze it, and
come up with a plan to best use
the information to guide our
teaching practices. It was not
only a good bonding moment
for all teachers, but helped us
realize as a school what we need
to work on to get our students
mastering various concepts to
ensure success in their later
educational years.
9/26/17
Innovating
Facilitates collaborative
work and fosters
colleagues’ abilities to
identify and address
causes for achievement
patterns and trends.
Students are placed in
collaborative working groups in
their desk seating. Additionally,
when completing center work,
students are placed into
collaborative groups as well.
Students learn from the
beginning of the year, that they
can always learn something new
from someone else, and that we
all have different strengths that
can and should be shared. Since
promoting more collaborative
learning, I have witnessed my
students argue less and
critically think together learn,
lessoning behavior issues and
fostering a better learning
environment.
5/8/18
Students are strategically
placed into collaborative
groups constantly
throughout the day. During
whole-class instruction, they
are grouped into table
groups of three to four
students. In centers, they
are grouped with
differentiation in mind into
groups of five students.
They participate in think-
pair-share discussions, and
rely on their table and
center buddies to help
answer questions when
turning to the teacher is not
a possible solution in that
moment. Additionally, I rely
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
heavily on support from my
fellow teachers when it
comes to answering
questions about how to best
support my students, or how
to best respond to a parent.
I am lucky to be surrounded
by teachers with years of
experience. Together, we
help each other to
continuously grow and
become better at our craft.
12/10/18

Students consistently
work collaboratively to
complete projects, read
stories, and support one
another as they continue
their educational journey.
Likewise, just as I ask
students to work
collaboratively with one
another, so I ask myself to
be open to reaching out
to my fellow teachers for
support, and to give
support to them as well.
Through working
collaboratively, overall,
students and teachers
alike learn how to work
with various learning and
social styles, and are open
to receiving information
and experiences they may
have never experienced
otherwise.
5/5/19
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
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. 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.
Assessment results are Data drives all of my
taken very seriously for planning. Whether we need
all grade levels in our more time, less time, more
school. When I say this, I challenge, or more support, I
cannot do what I do without
do not mean that they are the use of data to help me
taken and used to look make these all-important
down upon students, decisions. With data use
never. What I mean is comes greater flexibility and
that all grade levels are understanding for my
expected to utilize as students whole and
many assessments as individual needs. Once I
possible to help plan took data as my driving
lessons, projects, and force of instruction, I found
myself less worried about
gage student the speed of content and
understanding. These more concerned about the
results are also used to greatness and accessibility
help create adjustments to content.
in lessons to better reach 5/8/18
students who are in need
of more assistance or I use data consistently and
differing assignments. strategically with every day.
9/26/17 Data drives my curriculum
planning, my pacing, and my
lesson instruction. If there is
a rough day, I look not to the
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
students, but to the
assessments and activities
given out to see where and
when it all went wrong. I
reflect upon my lesson
instructional choices, and
make changes accordingly.
Adjustments are then made
daily. Groups change, desks
move, and strategies shift to
best meet students on any
given day. Fluidity such as
this allows for growth for all
of my students.
12/10/18

Using data to drive

instruction and
instructional practice is
essential to ensuring the
success of all students.
Data is hard data, such as
state testing, formal and
informal daily
assessments, and
discussions with
students. Allowing for
extra time, less time, a
variety of challenges, and
more enrichens student
experience, and betters
teacher practice.
5/5/19
CSTP 5: Assessing Students for Learning
Element Emerging
Informs students about learning
objectives, outcomes, and
summative assessment results.
Recognizes the need for
5.5 Involving all students individual learning goals.
in self-assessment, goal-
setting, and progress Monitors progress using
monitoring available tools for recording.
I have been informing students
about the learning objectives
and outcomes for all activities
and assessments, but I could do
more to encourage students to
understand and create their
own learning goals.
9/26/17
I have created my own score
recording tables, and update
them with each assignment
students complete. Also, our
school’s grades all are required
to be input into one site, so
while I always have my grades
on hand, I have a back-up
location of the school’s system
as well.
9/26/17
Exploring
Begins to encourage students to
establish learning goals through
single lessons or sequence of
lessons that include goal setting
exercises.
Provides students with
opportunities in single lessons
or sequence of lessons to
monitor their own progress
toward class or individual goals.
Applying
Models and scaffolds student
self-assessment and goal setting
processes for learning content
and academic language
development.
Guides students to monitor and
reflect on progress on a regular
basis.
Around mid-year, I started
introducing self-assessment
strategies to students. We
discussed checking over their
own work before turning in for
credit. Additionally, I made sure
to specifically point out to
students expectations they
should check (spelling,
indentation, punctuation, etc.)
on their own before turning in
their work for credit. Looking
back, I could have, and should
have, implemented this practice
at the beginning of the year, as
my students proved themselves
to be more capable of self-
assessment than I originally
gave them credit to be. I will
remember this lesson for next
year.
5/8/18
Now that my first-grade
students have a general
understanding of self-
assessment and how it pertains
to them in the classroom, I can
begin to involve them more in
the creation and monitoring of
short-and long-term
individualized goals. I will
continue to guide them in the
monitoring of self-assessments
and personal goals, however,
until they begin to demonstrate
personal responsibility in this
area and address their personal
growth without my prompting.
12/10/18
Integrating Innovating
Implements structures for Provides systematic
students to self-assess and set opportunities for student self-
learning goals related to assessment, goal setting, and
content, academic language, and progress monitoring.
individual skills.
Develops students’ meta-
Integrates student self- cognitive skills for analyzing
assessment, goal setting, and progress and refining goals
progress monitoring across the towards high levels of academic
curriculum. achievement.
For a long time, student self-
assessment seemed like an
unknown adventure for me.
I was unsure how to provide
it, how to monitor it, and
how to then persist in
providing continuous self-
assessment opportunities as
the year continued. Now,
thanks to my Mentor’s
guidance, this process seems
slightly less daunting. I have
providing ongoing student
self-assessments now since
we came back from winter
break, and I have found
them to be extremely
helpful. I feel as if I have
gotten to know my students
better than ever before, both
academically and
emotionally, and feel better
equipped to help meet them
halfway to provide support,
challenges, and ways to help
them succeed.
5/5/19
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
Uses available technologies to Explores use of additional Uses technology to design and
record assessments, determine technologies to implement implement assessments, record
proficiency levels, and make individual assessments, record and analyze results, and
5.6 Using available required communications about results, and communicate with communicate about student
technologies to assist in student learning. administration, colleagues, and learning with administration,
assessment, analysis, and families about student learning. colleagues, families, and
communication of student students. Ensure that
learning communications are received by
those who lack access to
technology.
I feel comfortable using
technology to keep
record of student grades,
as well as using
technology to enrichen
my teaching practices and
provide a variety of
assessments for my
students. I also actively
try to have as much open
communication as I can
with my parents.
Typically, I use email to
do so, but also send home
positive notes and meet
parents in person to help
those who may not
always have access to
technology.
9/26/17
Integrating
Integrates a variety of
technologies into the
development, implementation,
analysis of assessments, and
communication of student
learning to all audiences.
Innovating
Use a wide range of
technologies to design,
implement, and analyze
assessments and provides for an
in depth and ongoing
communication regarding
student learning to all
audiences.
The area of this category I feel
as if I have grown the most in is
using technology in order to
design and create assessments
for students. Where before I
only really used technology for
communicating with parents
and keeping track of student
grades, I now use technology in
my everyday teaching to best
help my practice continue to
grow. I continue to learn, but
enthusiastically so, and I have
found that using technology not
only makes my life as a teacher
easier, it engages my students
more and keeps them interested
in learning.
5/8/18
Thanks to this semester’s
class, I feel more
confident than ever in my
technological capabilities.
Where this was once the
area of my greatest
concern as a teacher, I
now know enough to
consider my technology
tool belt to be strong.
However, I still feel as if
there is more I can do to
incorporate technology in
meaningful ways for my
students in the
classroom. My
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
communication skills and
data analyzing skills are
sound, so now I can focus
my energy on taking that
technological confidence
back into the classroom
where it can best support
my students.
12/10/18

Technology has gone

from being my worst
teacher nightmare, to my
most cherished teacher
friend. From designing
and researching
classroom materials,
providing student
engagement, to
communicating to
parents and families,
technology helps across
the board. Now that I
have become more
comfortable for what
technology has to offer, I
use it regularly and with
confidence. This is not to
say that I find technology
to be the end all be all of
student resources. I will
always feel that students
need hands-on materials
and experiences to help
with their learning.
However, I am not nearly
as closed-minded to the
uses of technology as I
was in the past.
5/5/19
CSTP 5: Assessing Students for Learning
Element Emerging
Provides students with feedback
through assessed work and
required summative
assessments.
5.7 Using assessment Notifies families of student
information to share proficiencies, challenges, and
timely and behavior issues through school
comprehensible feedback mandated procedures.
with students and their
families
Exploring
Provides students with
additional feedback based on
formative assessments from
single lessons or sequence of
lessons. Seeks to provide
feedback in ways that students
understand.
Communicates with families
about student progress,
strengths, and needs at
reporting periods. Contacts
families as needs arise
regarding struggling students or
behavior issues.
After receiving formative
assessments, I prefer not to
single out students for
individual feedback on their
work, but instead re-address
the entire class and work to
provide feedback that is
understandable to all
students.
9/26/17
I strive to have as much
open communication as
possible with parents about
student success and
progress. I also attempt to
contact families as soon as
possible if I believe there to
be cause for concern
regarding observations or
assessments I have received
from their student.
9/26/17
Applying
Provides students with clear
and timely information about
strengths, needs, and strategies
for improving academic
achievement.
Provides opportunities for
comprehensible and timely two-
way communications with
families to share student
assessments, progress, raise
issues and/or concerns, and
guide family support.
Integrating Innovating
Integrates the ongoing sharing Facilitates students’ leadership
of comprehensible feedback to in seeking and using ongoing
students from formal and comprehensible
informal assessments in ways communications about
that support increased learning. individual student progress and
ways to provide and monitor
Communicates regularly with support.
families to share a range of
assessment information that is
comprehensible and responsive
to individual student and family
needs.
Students are aware of their
individual strengths and areas
of continual growth due to
feedback from me. Parents as
well are aware of the
continuous growth of their
students through
communicative letters and
emails that assure grades on
papers, progress reports, or
report cards are not a surprise
upon receiving.
5/8/18
Both parents and students
are aware of their successes
and areas of continual
growth. Students receive
feedback upon returning of
graded assignments, which
are then sent home to
parents for further review.
If there is a particular
concern or area of more
support, parents are also
communicated with directly
in order to ensure that they
are aware of how best to
help their student continue
to succeed. This is done to
assist students in their
growth, as well as to provide
transparency between
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
parents and the teacher. I
never want report cards or
progress reports to come as
a surprise to parents. The
more upfront I am about
information, the more time
they have to help their child
at home and support their
learning before those
progress reports and report
cards go home.
12/10/18

Students receive
individualized feedback on
all assignments, whether
that be on their writing,
spelling, reading, or
mathematics. Receiving
individualized feedback
helps for students to
recognize where they are on
track, and where they can
continue to grow.
Additionally, then taking this
feedback and sharing it with
their families, especially at
this young age, is essential
to ensuring their continued
success, growth, and
practice.
5/5/19