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 pre-
formative and summative assessment, formative
assessments. and summative
5.1 Applying assessments.
knowledge of the
purposes, Begins to identify specific
characteristics, and characteristics of
uses of different assessments that yield
types of assessments different types of
information about
student preparedness,
progress, and proficiency.
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I am using pre-,
formative, and
summative assessments,
but I think I should use
pre-assessments more
often.
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 reflect
summative assessments. progress. progress.
Selects assessments Integrates a variety of Draws flexibility from a
based on clear characteristics into repertoire of appropriate
understanding of the assessments to allow assessment options and
purposes and students with a ranges of characteristics to
characteristics of learning needs to maximize student
assessments to support demonstrate what they demonstration of
student learning. know. knowledge.

I use assessments to see

areas that need review
and where students need
to grow.
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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. 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
9/30/18 information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
Sources of assessment
data I use are: anecdotal
records and notes,
curriculum-based tests,
student responses to me,
analysis of student work
and of student approach
to tasks.
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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.
9/30/18 students. causes for trends.

I review assessments,
particularly writing
assessments, with
colleagues. We look at
needs of individual
students and see how
they have progressed
individually based on
previous assessment, and
analyze their
achievement compared
with others in their year
group.

I use analysis of
assessments to help
inform planning and
teaching.
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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 9/30/18 Plans differentiated
plan, differentiate, available curriculum lessons and modifications Plans differentiated Uses data systematically
and modify guidelines. Plans adjustments in to instruction to meet instruction targeted to to refine planning,
instruction instruction to address students’ diverse learning meet individual and differentiate instruction,
learning needs of needs. group learning needs. and make ongoing
individual students. 9/30/18 adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
Learning goals are I create differentiated
updated based on data lesson plans so that the
from assessments. The needs of all students are
goals are related to the met and so that all
content and are applied students are
to lessons for the next appropriately challenged.
sequence of lessons or 9/30/18
the next term, depending
on the goals and content
being explored.
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CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Informs students about Begins to encourage
learning objectives, students to establish
outcomes, and learning goals through
summative assessment single lessons or
results. Recognizes the sequence of lessons that
5.5 Involving all need for individual include goal setting
students in self- learning goals. exercises.
assessment, goal- 9/30/18
setting, and progress Monitors progress using
monitoring available tools for Provides students with
recording. opportunities in single
lessons or sequence of
lessons to monitor their
own progress toward
class or individual goals.
I create learning goals for
students and conference
with them to help them
come up with goals for
themselves.
I use rubrics so students
receive detailed feedback.
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Applying Integrating Innovating
Models and scaffolds Implements structures Provides systematic
student self-assessment for students to self-assess opportunities for student
and goal setting and set learning goals self-assessment, goal
processes for learning related to content, setting, and progress
content and academic academic language, and monitoring.
language development. individual skills.
Develops students’ meta-
Guides students to Integrates student self- cognitive skills for
monitor and reflect on assessment, goal setting, analyzing progress and
progress on a regular and progress monitoring refining goals towards
basis. across the curriculum. high levels of academic
9/30/18 achievement.
I guide students to self-
assess daily in Math in an
informal survey of how
confident they feel with
the material.
In each writing
assignment students self-
assess based on the
success criteria I provide
for them.
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CSTP 5: Assessing Students for Learning
Element Emerging
Uses available
technologies to record
assessments, determine
proficiency levels, and
5.6 Using available
make required
technologies to assist
communications about
in assessment,
student learning.
analysis, and
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communication of
student learning
Exploring Applying Integrating Innovating
Explores use of additional Uses technology to design Integrates a variety of Use a wide range of
technologies to and implement technologies into the technologies to design,
implement individual assessments, record and development, implement, and analyze
assessments, record analyze results, and implementation, analysis assessments and
results, and communicate communicate about of assessments, and provides for an in depth
with administration, student learning with communication of and ongoing
colleagues, and families administration, student learning to all communication regarding
about student learning. colleagues, families, and audiences. student learning to all
students. Ensure that audiences.
communications are
received by those who
lack access to technology.

I communicate student
progress with families
through parent-teacher
conferences and report
cards. Report cards
include a letter grade for
achievement, a separate
letter grade for effort, and
a 500-character written
comment for each subject
area.

I use technology, such as

Google Drive, to keep
track of student
achievement.
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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 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
lessons. Seeks to provide academic achievement. in ways that support individual student
5.7 Using assessment
Notifies families of feedback in ways that increased learning. progress and ways to
information to share
student proficiencies, students understand. Provides opportunities provide and monitor
timely and
challenges, and behavior 9/30/18 for comprehensible and Communicates regularly support.
comprehensible
issues through school timely two-way with families to share a
feedback with
mandated procedures. Communicates with communications with range of assessment
students and their
families about student families to share student information that is
families
progress, strengths, and assessments, progress, comprehensible and
needs at reporting raise issues and/or responsive to individual
periods. Contacts families concerns, and guide student and family needs.
as needs arise regarding family support.
struggling students or 9/30/18
behavior issues.

I try to provide feedback Through a school-wide

in a way that is easily communication app, I
digestible and motivating maintain open and
for students. This is accessible lines of
usually done through communication with
one-on-one conversations parents. Student success
as well as formative and are shared as well as
summative assessments. strategies to help them
9/30/18 improve.
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CSTP 5: Assessing Students for Learning