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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
assessments. pre-, formative and learning needs and learning needs and reflect
5.1 Applying
summative assessments. progress. progress.
knowledge of the
Begins to identify specific
purposes,
characteristics of Selects assessments Integrates a variety of Draws flexibility from a
characteristics, and
assessments that yield based on clear characteristics into repertoire of appropriate
uses of different
different types of understanding of the assessments to allow assessment options and
types of assessments
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
student learning. know. knowledge.
7/21/19

I include a preliminary
assessment at the start of
each semester to inform
my first unit. I then have
checks for understanding
throughout class, exit
slips, and practice
problems that inform
lessons up until the unit
assessment. After the unit
assessment, I give
students a day to review
their assessment and go
over the rubric and they
can choose to take
alternative assessments
for portions on the test
that they feel they can
improve. 7/21/19
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 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 lessons or sequence of and differentiation of broad range of
sources to inform student learning lessons based on analysis instruction. 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. 7/21/19

Students have the


opportunity to
demonstrate
understanding of the
learning goal during the
initial warm-up activity,
as a pair or group, and in
the exit slip for the day.
Depending on the
feedback provided
throughout the lesson
adjustments are made to
following lessons as
needed. 7/21/19
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
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 learning individually and individually and with colleagues ability to
both individually and
district processes. with colleagues and with colleagues to colleagues to analyze identify and address
with colleagues, to
identifies learning needs identify trends and student thinking and causes for achievement
monitor student
of individual students. patterns among groups of identify underlying patterns and trends.
learning
students. causes for trends.
7/21/19

I review that data for


student unit scores
following each unit test
with the EL Specialist,
SPED teachers, and AP
when necessary. I also do
provide feedback for
students on their exit slip
for the following day and
I will share this feedback
with parents and
homeroom teachers from
time to time. 7/21/19
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. 7/21/19 group learning needs. and make ongoing
adjustments to match the
Modifies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments.

I use quizzes, unit


summative assessments,
group projects, openers,
class surveys, and exit
slips as data to inform the
planning of future
lessons. 7/21/19
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 summative learning goals through and goal setting and set learning goals self-assessment, goal
assessment results. single lessons or processes for learning related to content, setting, and progress
Recognizes the need for sequence of lessons that content and academic academic language, and monitoring.
5.5 Involving all
individual learning goals. include goal setting language development. individual skills.
students in self-
exercises. Develops students’ meta-
assessment, goal-
Monitors progress using Guides students to Integrates student self- cognitive skills for
setting, and progress
available tools for Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
monitoring
recording. opportunities in single progress on a regular and progress monitoring refining goals towards
lessons or sequence of basis. across the curriculum. high levels of academic
lessons to monitor their 7/21/19 achievement.
own progress toward
class or individual goals.

Rubrics based on a 4-
point mastery scale are
provided for students
prior to a summative
assessment so that
students understand
what they are expected to
achieve, they can hold on
to these during the
assessment and they
reviewed after the
assessment along with
the assessment so that
they can reflect on how
they did. If a student feels
they can improve on a
standard they can ask to
take an alternative
assessment for that
standard. 7/21/19
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 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. learning to all audiences.
communication of
students. Ensure that
student learning
communications are
received by those who
lack access to technology.
7/21/19

Progress reports are


mailed out to
parents/guardians after
each unit. Homeroom
teacher is updated about
attendance daily and
parents are reached out
to each time a student is
absent. Parent conference
is initiated if student
progress in class is of
concern and homeroom
teacher and school
counselor are also looped
in to the discussion.
7/21/19
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
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.
struggling students or family support. 7/21/19
behavior issues.

Learning goals are


communicated to parents
in a back to school night
event and the syllabus.
My contact information is
provided if families have
questions or concerns.
7/21/19
CSTP 5: Assessing Students for Learning