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
assessments.9/24/18
5.1 Applying 5/2/19
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.9/24/18
5/2/19
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.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I grouped students into Assessments are formally
reading groups based on given at the end of the
formative assessments unit, only if appropriate
5/2/19 for goal and purpose of
assessment
I use results to make
seating arrangements, as
there are many partner
activities. 9/24/18

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 throughout
assessments.9/24/18 student learning. informal assessment data instruction to collect
5.2 Collecting and Follows required 5/2/19 on student learning. ongoing assessment data
analyzing processes for data Uses analysis of a variety appropriate for the range
assessment data analysis and draws Make adjustments in of data to inform planning Uses data analysis of a of learner needs.
from a variety of conclusions about planning for single and differentiation of broad range of
sources to inform student learning lessons or sequence of instruction. assessments to provide Uses results of ongoing
instruction. lessons based on analysis comprehensive data analysis to plan and
of assessment information to guide differentiate instruction
data.9/24/18 5/2/19 planning and for maximum academic
differentiation of success.
instruction.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

After an assessment that Constantly checking via
students struggled with, I formative assessments,
will create a reflection online or on paper.
form for them to look
through. 5/2/19 Adjust pacing with data

I supplement my
traditional assessment by
conducting interviews
with sample students.
9/24/18

In observing writing
samples, I gauge what
targeted verb structures
need to be reinforced in
class. 9/24/18

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 with colleagues and with colleagues to colleagues to analyze identify and address
monitor student processes.9/24/18 identifies learning needs identify trends and student thinking and causes for achievement
learning 5/2/19 of individual students. patterns among groups of identify underlying patterns and trends.
students. causes for trends.
CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating

I compare data between Grade calibration with
my classes. 5/2/19 colleague during prep

I use AERIES to review a

student’s previous
assessment data.
9/24/18
CSTP 5: Assessing Students for Learning
Element Emerging
Uses data from
assessments provided by
site and district to set
learning goals for the
class.9/24/18 5/2/19
5.4 Using assessment
data to establish
learning goals and to Plans instruction using
plan, differentiate, available curriculum
and modify guidelines. 9/24/18
instruction 5/2/19
My assessments mark the
end of a unit, and often
times do not progress
into the next unit. 5/2/19
My assessments are the
basis for continuing or
reviewing with the
learning goals for specific
classes. 9/24/18
The curriculum I use is
Martina Bex’s SOMOS
curriculum. 9/24/18
Exploring Applying Integrating Innovating
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 of
instruction based on individuals and groups.
informal assessments.
When students retake,
they are expected to come
up with next steps for
after the reassessment
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 include goal setting language development. individual skills.
students in self- goals.9/24/18 exercises. 5/2/19 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.9/24/18 lessons or sequence of basis. across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual goals
5/2/19 .
I provide students with Students set their own
an opportunity to review writing goals. 5/2/19
and retake assessments
during office hours. Students track their
9/24/18 writing goals on a bar
graph every two weeks.
On Schoology, there is a 5/2/19
chart option that tracks a
students’ progress in the
standards. 9/24/18
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
9/24/18 about student learning. colleagues, families, and audiences. learning to all audiences.
communication of
5/2/19 students. Ensure that
student learning
communications are
received by those who
lack access to technology.

I use Schoology to answer Each of my classes has a Assignments are all in-
parent emails regarding Remind group, so I can class, with technology
their student’s progress. convey important options provided to
9/24/18 information. 5/2/19 students without
technology
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.9/24/28 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. 5/2/19 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 families about student communications with range of assessment
families procedures.9/24/18 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. 5/2/19
On online assessments, I Students receive notes on
include a comment on the all of their assessments to
grade on areas of student clear up any confusion
struggles. 9/24/18 about why certain grades
are the way they are
I use Schoology to update 5/2/19 Including clear
students and their rubrics before
families about student’s assignment due date
proficiency. 9/24/18
I email parents when
their students are in
danger of not passing the
class at the semester
5/2/19 Need to
communicate before
grading periods
CSTP 5: Assessing Students for Learning