CSTP 5: Assessing Students for Learning
Element Emerging Exploring
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.
I use pre-assessments in
order to compare them
with summative
assessments, and then
analyze students’ growth.
I have noticed that
certain formative
assessments, such as
worksheets and “exit
tickets,” often give me a
clearer picture of how my
students are doing than I
thought based on
informal classroom
observation. Sometimes,
the formative
assessments show me
that my students did
better than I thought, or
vice versa, which is very
helpful in informing
future instruction.
(10/2/17)
Applying Integrating Innovating
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 pre-assessments as I use Interim Assessment I not only use
a way to assess my Blocks (IABs) from assessments to assess
students’ prior caaspp.org throughout learning and inform
knowledge of upcoming the year to prepare my instruction, but to
content and create students for the CAASPP improve learning as well.
leveled small groups. I test in the spring. My My teacher leader project
use exit tickets in both students log in to the focused on the testing
math and ELA, which I assessment portal to take effect, the finding that
use to both assess the IABs. Sometimes we learning can be enhanced
student understanding work on them as a whole through test-taking
and inform future class or in small groups, because tests require
instruction. I use a and other times I have students to retrieve
combination of multiple- the students work on information from their
choice, short-answer, and them independently. memories. I delivered a
written essays as Then, we review their presentation on the
summative assessments. answers as a class. For testing effect to the third
(5/13/18) the writing prompts on and fourth grade teaching
the IABs, after having team to encourage them
scored my students' to put its principles into
written responses, I practice.
sometimes copy and
paste their responses on Aligned to TLMS Domain
a Google Doc and have 2.a and NBPTS
them revise their writing, Proposition 3.1
referring to a rubric, to
earn a higher score. (5/10/19)
CSTP 5: Assessing Students for Learning

I also provide my
students with
opportunities to use
Google Slides and Padlet
as an alternative way to
demonstrate their
understanding.
(12/14/18)

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
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
CSTP 5: Assessing Students for Learning
I have used a number of I have given my students I use Freckle.com, an
different assessments on IAB (CAASPP Interim online educational
my students, but I have Assessment Blocks) program, to analyze data
found that I have very assessments to assess regarding student
little time to review, what my students do and understanding of each
analyze, and use them to don’t know in a given fourth grade domain and
inform instruction. content cluster, and to standard. Using the data, I
Therefore, I have been determine which skills I can see which standards
able to draw some need to review or teach, students have mastered
conclusions about my and to whom. I give pre- and which they need
students’ learning from assessments to my more practice with. Then,
assessments, but have not students, sort the I can assign targeted
been able to use the data problems by standard, practice for the standards
to make frequent and record the number of on which they need to
adjustments to points out of the total improve, as well as
instruction. (10/2/17) possible that each provide small group
student earned on each instruction on these same
standard. This, along with areas of needed
other assessment data, improvement. These
allows me to create assessments are used in
leveled groups and addition to exit tickets
determine which and other formative and
standards to teach in summative assessments
each group. (5/13/18) to inform my instruction.
(12/14/18)
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. causes for trends.
CSTP 5: Assessing Students for Learning
I attempt to review and I use Google Drive as a I spoke with my school's
monitor assessment data way to monitor my site CAASPP coordinator
as much as possible, but I students’ writing about using data from the
have not done so with my progress. This allows me CAASPP interim
colleagues. (10/2/17) to give them feedback at assessments that our
any time, identify trends students take twice a year
in student learning, and to inform our instruction.
address misconceptions She informed me that
about the writing beginning this school
process. Twice a year, my year, once we get our first
colleagues and I review round of interim
our students’ data from assessment scores back,
the CAASPP interim we will be able to see
assessments. This data which standards students
allows us to monitor our need to improve upon.
students’ progress and CAASPP will also provide
differentiate instruction. links to lessons on their
(5/13/18) Smarter Balanced Digital
Library to address each of
these standards. I look
forward to using these
lessons with my students
to give them targeted
practice in their areas of
need. (12/14/18)
CSTP 5: Assessing Students for Learning
Uses data from
assessments provided by
site and district to set
learning goals for the
class.
5.4 Using assessment
data to establish
learning goals and to Plans instruction using
plan, differentiate, available curriculum
and modify guidelines.
instruction
Though I look over the
data from my
assessments and do use it
to inform review and
instruction to some
extent, I often follow the
curriculum pacing
guidelines even if my
students are lacking in
understanding of a
particular set of concepts.
(10/2/17)
Uses data from available Uses a variety of Uses a broad range of Reflects on data
assessments to establish assessment data to set data to set learning goals continuously to make
content-based learning student learning goals for for content and academic ongoing refinements to
goals for class and content and academic language that are learning goals for content
individual students in language. integrated across content and academic language
single lessons or standards for individuals for the fill range of
sequences of lessons. and groups. students.
Plans differentiated
Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
instruction to address to instruction to meet instruction targeted to to refine planning,
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.
Using data from the I have recently begun to
CAASPP interim use Plickers.com as a way
assessments, I set goals to give my students
for students’ CAASPP engaging formative
scores. I use spreadsheets assessments. Using
to record other Plickers, I can display
assessments data, which I multiple choice questions,
use to create leveled and students can use QR
small groups and code cards to select an
determine which answer to each question.
standards/concepts need I can then scan their
to be taught and/or cards using the app on
reviewed. (5/13/18) my phone and retrieve
their answers, and as a
class, we can see how
many students selected
the correct answer and
how many didn't. This
give students immediate
feedback on their answer
choices. (12/14/18)
CSTP 5: Assessing Students for Learning
Informs students about
learning objectives,
outcomes, and
summative assessment
results. Recognizes the
5.5 Involving all
need for individual
students in self-
learning goals.
assessment, goal-
setting, and progress
Monitors progress using
monitoring
available tools for
recording.
I inform students about
their objectives and their
test results, but I have not
guided them in setting
goals for themselves.
However, I very much
recognize the need for
individual learning goals.
(10/2/17)
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.
Prior to beginning a
geometry unit, I provide
each student with a goal
sheet on which they were
able to set goals for their
performance in the unit,
as well as think of
strategies to help them
reach their goals. I use
the Fist-to-Five self-
assessment strategy,
which allows my students
to assess their own
understanding of a
concept during and after
a lesson. (5/13/18)
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
achievement.
I have my students take
pre-assessments before
starting a unit. After the
receive their pre-
assessment scores, they
make goals for their post-
assessment scores. My
students also set goals for
their CAASPP interim and
end-of-year assessments.
Additionally, I have been
inspired by the article
“Using Digital Tools to
Change Student Goal-
Setting and Reflection,”
which outlined a goal-
setting plan created by
fifth and sixth grade
teachers to empower
their students to set and
reach goals. They had
students make use of
Google apps, like Google
Forms and Google Docs,
to set their goals. While I
have incorporated goal-
setting into my
classroom, I have never
CSTP 5: Assessing Students for Learning
done so using digital
tools. I plan on making
adjustments to that this
year, then, and use
Google apps to help my
students create and
monitor their goals.
(12/14/18)

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
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.
CSTP 5: Assessing Students for Learning
I use various word
processing systems and
communication mediums
(Google Drive, Class Dojo,
etc.) to make
assessments, record and
analyze results, and
communicate about
student learning. I send
letters home to parents
who do not have access to
technology. (10/2/17)

I use Microsoft Office and

Google Drive to create
various assessments. I
use online educational
programs, such as
Newsela and Moby Max,
to view student progress
in relation to the
standards. I communicate
to families about student
learning via texts, emails,
and the Class Dojo phone
application. If families do
not have access to
technology, I send
physical letters and notes
home about student
progress. (5/13/18)

I often use Excel to

analyze student data and
ultimately inform
instruction. For example,
to analyze data from a
math pre-test and post-
test, I broke down the
test by standard, and
recorded the number
correct out of the total
CSTP 5: Assessing Students for Learning
possible each student
received in relation to
each standard, each
student's total score on
both tests, and the
average score on both
tests. (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.
behavior issues.
CSTP 5: Assessing Students for Learning
I provide students with
feedback by showing
them their scored
assessments, and while
working with them
individually or in small
groups. I notify families of
students’ academic and
behavioral progress
through a phone
application called Class
Dojo. (10/2/17)
In the area of writing, I
provide feedback to
students by holding one-
on-one conferences with
them throughout a unit. I
attempt to score all
assessments in a timely
manner so that my
students can receive
feedback while the
assessment is still fresh in
their minds. I notify
families of student
proficiencies and
challenges through
various messaging
systems, as well as my
school’s “Reminder
Notice” system.
(5/13/18)
I make use of the Class
Dojo app to communicate
with parents about their
children's behavior and
academic progress. Class
Dojo allows me to give
and take away points
based on students'
behavior, which parents
can see in real time. It
also has a messaging
system, which I use with
parents to quickly share
student data and discuss
their students' progress.
(12/14/18)