CSTP 5 Estrada 2

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. 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
9/27/17 student learning. 1/1/18 know. 12/14/18 knowledge.
Quizzes and tests are a Quizzes and tests are a Practice assessments are
huge component of the huge component of the abundant in my Algebra
overall course grade. overall course grade. Foundations 2 classes.
Knowing when your Knowing when your Since many of my
students are prepared is a students are prepared is a students have low math
challenge. I have tried challenge. I have tried skills, it is both beneficial
different ways to assess different ways to assess and necessary to review
students before the actual students before the actual the material constantly.
assessment. Some of assessment. Some of Repetition truly is a
these ways are “ticket- these ways are “ticket- practical tool in my
out-the-door” slips, out-the-door” slips, classroom. One of my
online quizzes through online quizzes through favorite websites to use
Socrative.com, and by Socrative.com, and by for my practice
simply monitoring the simply monitoring the assessments is Quizziz.
classroom and asking classroom and asking This website has pre-
each of my students each of my students made assessments
questions. Gathering all questions. Gathering all ranging from one-step
this information is crucial this information is crucial equations all the way to
to identify preparedness to identify preparedness upper-math level
and proficiency before an and proficiency before an assessments. Students
exam. 9/27/17 exam. The evidence enjoy partaking in these
provided is a sample activities because the
“ticket-out-the-door” slip website makes it both fun
where the students were and educational. I know
working on graphing my students appreciate
linear equations. 1/1/18 these activities as well
(Evidence as seen on my because their grades have
portfolio) been steadily increasing
since we began to work
on Quizziz and other
websites like it. I wrote
down on my ILP that I
was having a difficult
time finding these types
of websites to review
material with my
students. After much
practice, I feel
comfortable including
them in my lesson plans.
12/14/18
The evidence provided is

the inclusion and
implementation of
multiple formative and
summative assessments
addressing student needs
and progress. I have
collaborated with the
math department at my
school site to create and
incorporate a wide
variety of assessments to
measure student
progress. They range
from a simple “ticket-out-
the-door” slip, to an
individual practice
assessment. 8/13/18
(Evidence provided in my
portfolio)
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. 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. 9/27/17 comprehensive Uses results of ongoing
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. 11/26/18 success. 1/17/19
The data I gather from The data I gather from The evidence provided is
these pre-assessments these pre-assessments a district-mandated
shows me a few things. It shows me a few things. It performance task that
demonstrates where the demonstrates where the students needed to
student’s strengths and student’s strengths and participate in and
weaknesses lie and which weaknesses lie and which complete. The
topics I should perhaps topics I should perhaps performance tasks served
review more. Planning review more. Planning as a method of collecting
further review days, further review days, and analyzing data to
although helpful, should although helpful, should inform instruction. It is
be done carefully because be done carefully because also an excellent way to
you don’t want to spend you don’t want to spend encourage critical
too much time going over too much time going over thinking and problem
past material. It is also past material. It is also solving within small
important to differentiate important to differentiate groups. 1/17/19
your teaching methods on your teaching methods on (Evidence provided in my
the review day. If most the review day. If most portfolio)
students didn’t students didn’t
understand it the first understand it the first
time, maybe it was the time, maybe it was the
way it was taught that way it was taught that
was an issue. 9/27/17 was an issue. The
evidence provided is an
example of a topic
(simplifying radicals) I
showed the students how
to solve using two
different methods. I
allowed them to use the
method they were more
comfortable with for their
homework assignments
and exam. It proved to be
effective since the test
scores were relatively
good. (Evidence as seen
on my portfolio)
Being able to use student

assessment data for
future lessons or
activities is crucial.
Teachers would love to
repeat success stories
and omit those lessons
that didn’t fully translate
well for the entire group
of students. I like to
analyze data from
Illuminate and see how
students have done in the
past on certain
assessments. I pinpoint
questions that many
students missed and
create activities where
we practice similar
questions. This allows
students to continue
practicing challenging
questions and gives them
a better opportunity to
get these questions
correct in the future.
11/26/18
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.
students. 9/27/17 causes for trends. 1/1/18 10/18/18
Our review days consist Our review days consist I went online to
of collaboration and of collaboration and Illuminate and reviews
discussion with partners discussion with partners past tests my students
or small groups. I monitor or small groups. I monitor had taken. I teach the
the classroom and visit the classroom and visit second year of Algebra
each group to check their each group to check their Foundations, so it was
understanding. Questions understanding. Questions interesting to see how
like, “Any questions like, “Any questions well my students had
here?” or “Do you guys here?” or “Do you guys done during the
understand” are not understand” are not program’s first year.
productive ways of productive ways of Aside from measuring
getting data from student getting data from student student growth,
learning. It is better to learning. It is better to Illuminate was used to
pose critical thinking pose critical thinking gather some questions
questions that encourage questions that encourage from previous years and
students to use prior students to use prior use them to create
knowledge and make knowledge and make practice assessments for
connections with the connections with the my students to take.
concepts. You can also concepts. You can also Some of the questions I
pose the questions to the pose the questions to the chose were the most
entire class, give them a entire class, give them a missed in their respective
few minutes to process it few minutes to process it exam. These assessments
and plan a response, and and plan a response, and gave my students the
then visit each group to then visit each group to opportunity to practice
get your question get your question the Algebra concepts
answered. 9/27/17 answered. The evidence further and to strengthen
provided is a relay game their computational
we played earlier in the thinking skills. 10/18/18
semester. Students were
placed in groups of 3 or 4 The evidence provided is
and were given the the collaboration with
student record sheet with colleagues at my school
factoring questions that site where we reviewed
they would answer on the student assessment data.
group record sheet. The This collaboration
catch was that they could occurred during staff
only answer one question meetings and staff
at a time and wait for me development days.
to initial their paper. The Effective assessments are
first group that finished those that challenge the
won the relay and students, but provide
received a prize. This was them all with an equal
an excellent way to opportunity of success.
monitor student learning. 1/17/19 (Evidence
1/1/18 (Evidence as seen provided in my portfolio)
on my portfolio)
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
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. 4/1/18 group learning needs. and make ongoing
9/27/17 adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
10/18/18
I have been teaching for a I have been teaching for a Some of the questions I
few years, but I am few years, but I am chose from previous tests
starting to see a trend of starting to see a trend of on Illuminate were used
topics that often trouble topics that often trouble as warm-ups at the
many students. The data I many students. The data I beginning of class. These
receive from the pre- receive from the pre- warm-up questions were
assessments only further assessments only further uploaded on Google
proves what topics we proves what topics we Classroom and tasked the
should revisit. Therefore, should revisit. Therefore, students with answering
I adjust the instruction I adjust the instruction them, and to start a class
and address common and address common discussion on the steps
mistakes students make mistakes students make on how to solve the
for the specific topics we for the specific topics we problem. Students
talk about. We also talk about. We also seemed to enjoy the
discuss these topics as a discuss these topics as a warm-up activity because
class or in small groups. class or in small groups. it allowed them to
The adjustments are The adjustments are practice the concepts and
never-ending since each never-ending since each to reiterate what they are
class has their own class has their own required to know to do
preferred way of preferred way of well on the assessment
learning. 9/27/17 learning. The evidence that accompanies that
provided is a helpful particular lesson. This is
reminder I found online how I used technology to
to help students recall implement assessment
what is permitted and data during my
what is not when adding modification of
and subtracting rational instruction and coming
expressions. Showing up with reasonable
students common learning goals for my
mistakes within each students. 10/18/18
lesson reduces their
chances of making these The evidence provided is
errors themselves. It a conscientious reflection
proved to be a helpful on lessons which was
tool for my students, so I done to analyze my
will continue to strengths and
implement it in the weaknesses. It is
future. 4/1/18 (Evidence important to reflect how I
as seen on my portfolio) present information to
my students because I
want to provide them
with the opportunity to
succeed in my class and
use these skills in
everyday life. I also want
to learn from my
experiences and improve
my teaching skills.
8/13/18 (Evidence
provided in my portfolio)
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. 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. lessons or sequence of basis. 12/1/18 across the curriculum. high levels of academic
lessons to monitor their 12/14/18 achievement.
own progress toward
class or individual goals.
9/27/17
K-W-L charts are an K-W-L charts are an Parents and students

effective way to begin effective way to begin have access to Aeries,
instilling goal-setting instilling goal-setting which is the grade book
habits in students. They habits in students. They portal at my school site.
write down what they write down what they Parents and students can
know about the topic know about the topic access it and see what the
beforehand, what they beforehand, what they students received on
intend on learning, and intend on learning, and assessments and
finally what they learned. finally what they learned. homework assignments.
Writing this down forces Writing this down forces Students monitor and
them to think deeply them to think deeply keep track of their grades
about the concept and about the concept and this way. I will begin
make connections make connections telling them to write
without realizing it. All without realizing it. All down their quiz and test
students are involved in students are involved in scores on a Google
this process. K-W-L this process. K-W-L Document and to set a
charts are also an charts are also an goal on what scores they
effective way to prepare effective way to prepare would want to get on the
them for future classes. them for future classes. following assessments.
9/27/17 The evidence provided is This evidence is still in its
a sample of a K-W-L chart early stages, but I feel
from the internet that we confident in my transition
have used in class this to “Integrating”.
year. It is included in 12/14/18
their notes packet or
given to them The evidence provided is
individually. 12/1/18 the opportunity for my
(Evidence as seen on my students to demonstrate
portfolio) and reflect on their
learning inside and
outside the classroom
through their
assignments. This grants
them the chance to
collaborate and learn
with the assistance of
their family and their
community. Math
concepts will be retained
easily if students make
the connection between
their daily lives and
school work. 1/17/19
portfolio)
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
make required results, and communicate communicate about of assessments, and provides for an in depth
5.6 Using available
communications about with administration, student learning with communication of and ongoing
technologies to assist
student learning. colleagues, and families administration, student learning to all communication regarding
in assessment,
about student learning. colleagues, families, and audiences. 12/14/18 student learning to all
analysis, and
students. Ensure that audiences. 8/13/19
communication of
communications are
student learning
received by those who
lack access to technology.
9/27/17
Chromebooks have been Chromebooks have been The evidence provided is
an incredible asset in the an incredible asset in the the usage of the ALEKS
classroom. We may not classroom. We may not program that my
use them much during use them much during students have embedded
lessons, but they are an lessons, but they are an in their lessons. This
excellent tool to practice excellent tool to practice available technology is
the material and to give the material and to give used to assist in
pre-assessments. We pre-assessments. We assessment preparation
have had meetings as a have had meetings as a and analyze student
department on effective department on effective learning. This is an
and helpful websites and helpful websites excellent tool to utilize to
where we can create where we can create manage and monitor
these assessments. I have these assessments. I have student learning.
tried some this year tried some this year 8/13/19 (Evidence
already, and they have already, and they have provided in my portfolio)
been met positively with been met positively with
my students. These pre- my students. These pre-
assessments don’t count assessments don’t count
as tests, but instead as as tests, but instead as
classwork. We go over classwork. We go over
the answers as a class so the answers as a class so
students can correct any students can correct any
mistakes. This is how we mistakes. This is how we
record an analyze results. record an analyze results.
9/27/17 The evidence provided
are a couple of
screenshots from
Socrative, which is an
online practice
assessment generator. I
would launch a practice
assessment and students
would type in the room
name and begin working
on it. They would show
their work on a separate
sheet of paper and turn
that in for class
participation points. I
would then share with
them their scores once
they submitted the
practice assessment. My
students enjoy these
activities since they allow
them to practice what we
have learned and because
they are a competitive
bunch. (Evidence as seen
on my portfolio)
The program I have

mostly been using is
Illuminate. The students
take an assessment on a
scantron, we scan it to
check how many
questions they answered
correctly, and then
Illuminate generates a
small slip with data from
the assessment. The data
includes the questions
they missed along with
the correct answer which
is extremely helpful if we
were to do test
corrections. These small
slips are an effective tool
because they provide the
necessary information to
communicate with the
students regarding their
progress. 12/14/18
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 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. 11/1/17 11/26/18
behavior issues. 9/27/17
I always pass tests or I always pass tests or Besides using Illuminate
quizzes back to go over quizzes back to go over to share exam scores with
them with students. They them with students. They students and parents, I
get to see their scores and get to see their scores and also use Aleks to do
often I allow them to do often I allow them to do something similar. My
test corrections for test corrections for Algebra Foundations 2
points. I send emails points. I send emails class will be taking their
primarily to the parents primarily to the parents final exam online using
of students who are of students who are Aleks. Because of that, we
struggling so they can be struggling so they can be have been taking practice
aware of the issue before aware of the issue before assessments to get
it is too late into the it is too late into the situated with how the
semester. It has made a semester. It has made a program works. I have
difference because often difference because often been using the
the students just need the the students just need the assessment information
extra push to begin extra push to begin and sharing it in a timely
succeeding in class. succeeding in class. The manner with the students
9/27/17 evidence provided is a and their parents.
sample quiz (first page 11/26/18
only) from a student who
is doing well in my class. The evidence provided
There are comments are the countless emails
written on the quiz to and phone calls
explain what they did communicating students’
wrong in each question. learning to assist families
Students are appreciative and to support other
when we take the time to mutual teachers and
go over a quiz or exam in instructional aides in
class. This helps them identifying ways to
prepare for the midterm improve individual
or final exam. 11/1/17 student learning. This
(Evidence as seen on my tends to happen more
portfolio) frequently with my
IEP/504 students, but it
is not exclusive to them.
Including families,
communities, and other
faculty members that
interact with students
into their progress
monitoring is an effective
way of providing the
student with the
necessary support to
succeed. 1/17/19
portfolio)

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CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

The evidence provided is

Being able to use student

K-W-L charts are an K-W-L charts are an Parents and students

The program I have

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