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.
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
summative assessments. progress. reflect 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.

My school site establishes I use formative and I am growing in the use of

a percentage of formative summative assessments technology-based and
vs summative to gather data on student reflective forms of
assessments that should proficiency, and to drive assessment to give
be administered to instruction throughout students opportunity to
students per grading the year. 8-2018 show their
term. 2-2018 understanding. 5-2019
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
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.

Most assessments in my I use informal formative

class are done digitally and summative
from online content. assessments digitally
School-wide assessment online to gather and
information is also compare data to drive
available to me for instruction throughout
individual students. the year. 8-2018, 5-2019
11-2017
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.
students. causes for trends.

This information is With guidance of With guidance of

provided to me if needed, administrators, I will administrators, I discuss
but not required for my discuss and collaborate with fellow teachers
lesson planning. with fellow teachers during grade-level or
9-2017 during professional subject meetings on
development sessions or assessed observations of
grade-level or subject classes of students or
meetings on how to grade levels. 5-2019
address assessed
students’ needs. 2-2018,
8-2018
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 meet individual and differentiate instruction,
individual students. learning 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.

I use the content I use formative and I use my own formative

standards to help plan summative assessments and summative
my lessons. Student to gather data on student assessments to gather
assessment results are proficiency, and to drive data on students on top
available to me, and take instruction throughout of other formal
part in my lesson the year. I adapt content assessments that I can
planning. 9-2017 for individual students access, to drive
with ability levels above instruction throughout
or below the intended the year. 5-2019
class participants. 8-2018
CSTP 5: Assessing Students for Learning
Element Emerging
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.
Most assessments in my
class are done digitally
from online content.
My school site furnishes
an online school
management system that
helps in posting grades,
and communicate
behavior issues in class to
parents.
9-2017
Exploring Applying Integrating Innovating
Begins to encourage Models and scaffolds Implements structures Provides systematic
students to establish student self-assessment for students to self-assess opportunities for student
learning goals through and goal setting and set learning goals self-assessment, goal
single lessons or processes for learning related to content, setting, and progress
sequence of lessons that content and academic academic language, and monitoring.
include goal setting language development. individual skills.
exercises. Develops students’ meta-
Guides students to Integrates student self- cognitive skills for
Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
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 achievement.
own progress toward
class or individual goals.
Most assessments in my
class are done digitally
from online content. I
have students write self-
reflective exercises near
the beginning, middle
and end of the school
year.
2-2018, 11-2018, 5-2019
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Uses available Explores use of Uses technology to design Integrates a variety of Use a wide range of
technologies to record additional 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
analysis, and
about student learning. colleagues, families, and audiences. regarding student
communication of
students. Ensure that learning to all audiences.
student learning
communications are
received by those who
lack access to technology.

Most assessments in my My school administrators My school administrators My school administration

class are done digitally monitor and guide my monitor and guide my provides a number of
from online content. communication of assessment and student current technology based
9-2017 assessment results and learning through their assessment and student
student learning through school-wide online portal journaling platforms to
their school-wide online parents can access. I use guide my assessment and
portal parents can access. technology-based reporting of student
2-2018 assessment regularly learning, which parents
within my lesson can access. 5-2019
planning. 8-2018
CSTP 5: Assessing Students for Learning
Element Emerging
Provides students with
feedback through
assessed work and
required summative
assessments.
5.7 Using assessment
information to share Notifies families of
timely and student proficiencies,
comprehensible challenges, and behavior
feedback with issues through school
students and their mandated procedures.
families
Most assessments in my
class are done digitally
from online content.
My school site furnishes
an online school
management system that
helps in posting grades,
and communicate
behavior issues in class to
parents.
9-2017
Exploring Applying Integrating Innovating
Provides students with Provides students with Integrates the ongoing Facilitates students’
additional feedback clear and timely sharing of leadership in seeking and
based on formative information about comprehensible feedback using ongoing
assessments from single strengths, needs, and to students from formal comprehensible
lessons or sequence of strategies for improving and informal communications about
lessons. Seeks to provide academic achievement. assessments in ways that individual student
feedback in ways that support increased progress and ways to
students understand. Provides opportunities learning. provide and monitor
for comprehensible and support.
Communicates with timely two-way Communicates regularly
families about student communications with with families to share a
progress, strengths, and families to share student range of assessment
needs at reporting assessments, progress, information that is
periods. Contacts families raise issues and/or comprehensible and
as needs arise regarding concerns, and guide responsive to individual
struggling students or family support. student and family needs.
behavior issues.
My school administrators
monitor and guide my
communication of
assessment results and
student learning through
their school-wide online
portal parents can access.
I communicate with
parents through email
when needed. 2-2018, 8-
2018, 5-2019