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 have been trying a
variety of pre-, formative,
and summative
assessments to see which
words best with for the
individuals I have this
year. These are important
to track readiness,
progress, and final
understandings.
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I strive to make sure that
the assessments I use
clearly test a specific idea
or concept. For example, I
might not use an
assessment with a lot of
words (word problems) if
I specifically want to
know if students have the
basic understanding of
the math problem we are
discussing.
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Applying
Decides on the purpose
for assessment and skills
to be assessed to select
appropriately matches
pre-, formative and
summative assessments.
Selects assessments
based on clear
understanding of the
purposes and
characteristics of
assessments to support
student learning.
Depending on the goal of
my lessons, I find an
appropriate assessment.
If I want my students to
be able to recognize and
understand key terms,
they may need to do a
vocabulary matching
assessment; If I want to
see if my students
remember how to add or
subtract, I will give them
non-word math problems
to do, etc.
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My assessments are
appropriate for what I am
testing. For example, I
would not give a
struggling reader a word
math problem if I just
wanted to test her ability
to multiply. If I am testing
Integrating Innovating
Develops and adapts the Demonstrates purposeful
range of appropriate use of a wide range of
assessments to address assessments to support
questions about students’ differentiated student
learning needs and learning needs and reflect
progress. progress.
Integrates a variety of Draws flexibility from a
characteristics into repertoire of appropriate
assessments to allow assessment options and
students with a ranges of characteristics to
learning needs to maximize student
demonstrate what they demonstration of
know. knowledge.
After learning about
choice boards, menus,
and such through the
FOTIP program, I have
slowly started
implementing them into
my assessment choices.
For a book report that I
had my students do on
Esparanza Rising, I gave
students a tic-tac-toe
choice board where they
had to select three project
elements in a row to
complete. There were a
wide range of tasks, no
matter which three-in-a-
row selected, that
address the learning
styles, needs, and
interests of a wide variety
of learners. There was a
strong emphasis on
technology in the project
choices, as well. (ISTE
Standards for Educators
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
my student’s ability to 6D/ISTE Standards for
explain a concept, I may Students 6A-D).
have them orally tell me 10/26/18
their understanding so 4/10/19
that they can express
themselves in their own
words. Sometimes if it is a
big project, students will
have a personal choice in
how they present their
information, especially in
social studies. It is all
about making sure my
students succeed.
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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
Element Emerging Exploring Applying
While formal
assessments are nice,
something as simple as
having students do a
problem on the board, or
picking a student from a
random popsicle stick
draw can tell you a lot.
Some students do not
thrive in the setting of the
standard paper and
pencil tests. Sometimes a
project or assessing them
orally is the best way to
gauge their
understanding.
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Assessment scores
definitely fuel my
planning and
differentiation of
instruction. However, my
prior knowledge of
students and my
observations as they are
working on an activity
and an assignment can
give me a lot of
information too.
Specifically in group
settings, those talking a
lot tend to have a better
grasp than the ones
sitting there quietly.
Noticing these things
gives me an idea of where
to focus in upcoming
lessons, such as being
more intentional with my
grouping. 09/27/17
Integrating Innovating
My lessons, especially in
math, tend to have a lot of
formal and informal
techniques for assessing
students. For example,
informally, I walk around
the classroom after the
lesson and watch
students work. During
this time, I point out one
or two things to help
them but all the while, I
am gathering information
about what stuck from
the lesson and what likely
needs to be reviewed the
next day. Additionally, I
use a lot of the thumbs-
up/thumbs-down
technique for when
students share math
answers. For formal data
in math, as an example,
we have a review quiz
everyday over what was
learned in yesterday’s
lesson and some random
concepts scattered from
all over the school year. I
take all of this
information and use it in
guiding me in subsequent
lessons.
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As stated, I use a lot of
data to help guide future
lessons. Students are
given pre-assessments at
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
the beginning of a new
unit. Throughout a lesson,
I provide ways to monitor
their learning and
understanding both
formally and informally.
At the end of a unit of
study, they are given a
post-assessment that
includes information
learned in this unit and
often information from
throughout the year, as
well. All of these things
combined help me to
understand if students
are ready to move on or if
I need to slow down my
pacing.
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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
Element Emerging Exploring
I talk regularly with the
other teachers my
students visit (such as for
Spanish) to gauge if some
of the same areas of
strengths and
weaknesses are being
exhibited in both settings.
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Applying
I use formal and informal
assessments to track my
students’ learning. If I see
any concerns, I make note
of them and then later
identify if it is a concern
or a one-time fluke. This
data is shared with my
administrator if there are
any concerns. The data
also helps me plan
specialized groups for
small-group instruction
to help with student
learning.
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Integrating Innovating
The junior high staff at
my school works very
closely together. We meet
formally once a month
and informally at least
once a week, usually
more, as needed, to
monitor the learning and
improvement data on
students we are
concerned about.
Additionally, whenever
there is any formal type
of testing, such as ITBS or
MAP, we look over the
test results extensively,
comparing the grade
levels to one another in
attempts to find holes in
our teaching or
curriculum year-to-year.
We plan on incorporating
Google Charts into this
endeavor, so we all have
access to the data in an
organized fashion. (ISTE
Standards for Educators
7b). If we are unable to
keep an appointment to
meet, for whatever
reason, I am an active
voice in making sure that
we reschedule for
another time. (TLMS
Domain I).
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CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
Uses data from Uses data from available Uses a variety of
assessments provided by assessments to establish assessment data to set
site and district to set content-based learning student learning goals for
learning goals for the goals for class and content and academic
class. individual students in language.
5.4 Using assessment single lessons or
data to establish sequences of lessons.
learning goals and to Plans instruction using Plans differentiated
plan, differentiate, available curriculum Plans adjustments in lessons and modifications
and modify guidelines. instruction to address to instruction to meet
instruction learning needs of students’ diverse learning
individual students. needs.
As stated, formal
assessments can only tell
the teacher so much.
While I do take these into
account, I also take things
such as overall
engagement, body
posture, and other things
collected in a more
informal setting. Student
conversations and
overhearing them discuss
what was learned in class
is also a good way to
assess how the lessons
are going. These sources
are a few ways I set
student goals.
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I take into account all of
my students and their
needs when planning
Integrating Innovating
Uses a broad range of Reflects on data
data to set learning goals continuously to make
for content and academic ongoing refinements to
language that are learning goals for content
integrated across content and academic language
standards for individuals for the fill range of
and groups. students.
Plans differentiated Uses data systematically
instruction targeted to to refine planning,
meet individual and differentiate instruction,
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.
Since we team teach at
the junior high level, we
have a strong united front
on cross-curricular
connects. We collaborate
together (the three junior
high teachers) and all
bring the results of
current assessments from
our classes. So, we use
the ELA assessments,
math and science scores,
as well as results in
history. We analyze them
and as a team, set
learning goals for our
students that we all will
uphold in our classrooms.
Additionally, when it is
standardized testing time,
we do the same thing
with MAP and ITBS test
results. With the ITBS test
results, however, we get
all the teachers in third
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
anything. As much as I
can, I try to address their
diverse learning needs. If
I know that a certain
student is going to need
longer on a test, for
example, I budget that
into that portion of the
class period. I really hate
for my students to feel
rushed or pressured to
finish quickly so they
then rush through their
work. As such, I try to
budget time for those
who need a bit longer to
read information on tests
and assignments. The
goal is for everyone to be
successful so I try to
make that a reality
wherever I can. 09/27/17
Integrating Innovating
grade and up involved
with that collaboration
and analysis endeavor.
4/10/19
In my lessons, I try to
have activities that meet
the readiness of students
as well as their diverse
learning needs. Knowing
that I have a lot of
kinesthetic and visual
learners, I try to find
fitting activities for
everything we learn. If I
see that my students
need some review on key
concepts, based on pre-
assessments, we take the
time to do that so that
they will be successful
with the new material.
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Throughout lessons, I am
constantly using informal
assessment to guide my
instruction. If I see
confused faces or hear
lots of sighing, I know I
need to change my way of
explaining or possible get
my students up and
moving. When I notice a
lot of my students are
responding too quickly
with shout outs, maybe it
is time to move on to the
next portion of the lesson.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
My lesson plan is merely
a skeleton to base my day
on. My students are what
direct where our
instruction and learning
goes.
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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 learning goals through and goal setting and set learning goals self-assessment, goal
summative assessment single lessons or processes for learning related to content, setting, and progress
results. Recognizes the sequence of lessons that content and academic academic language, and monitoring.
5.5 Involving all
need for individual include goal setting language development. individual skills.
students in self-
learning goals. exercises. 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. lessons or sequence of basis. across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual goals.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Students are encouraged
to set goals for
themselves. Especially
those who struggle with
time management, I have
taught them to make a
goal for themselves even
if it is something as
simple as seeing if they
can do three math
problems correctly in five
minutes. Students are
encouraged to take
responsibility for their
learning and to
continually push
themselves to achieve
more than they were
previously able to.
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I check in with students

regularly to help them
gauge how they are doing
in meeting their goals.
This is usually an easy
way for me to get
students who are off task
to get back to what they
should be doing. After
some lessons, I even give
students a few moments
to write on a small piece
of paper how they think
they are doing in
workings towards their
goal or what they need to
focus on next time.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
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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
Element Emerging Exploring
I am always looking for
different and fun ways for
students to showcase
their understanding.
Sometimes we use the
informal assessment of
Spelling City to show
progress in spelling. New
ways to communicate
with others about student
learning is something
that I am in the process of
implementing in my
classroom. 09/27/17
Applying Integrating Innovating
At my school, we use
RenWeb to help record
grades and communicate
with parents. All my
grades are in one easy
place and poor scores,
less than 70 show up in
red so I can easily see and
trends in student
accomplishment. Parents
have access to this
website and it alerts them
when students have low
scores or missing work.
We also use this to record
behavior issues in the
classroom.
Administrators review
these and give them an
according number of
demerits before the
notification is sent home.
For my parents who do
not have access to a
computer at home, I try
to keep them up-to-date
with their child’s work,
alerting them when there
is any missing work or
areas of concern.
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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
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.
Materials are graded and I communicate with
handed back to students parents readily,
in a timely manner. In especially during
terms of writing, I try to standardized testing
meet with each student season. When students
weekly and come and families get the
prepared with examples results back, I offer
of their work from the special parent-teacher
week to share with them meetings so that I can
(as well as their Monday review, analyze, and
writing assignment). I breakdown the
share their areas of information with them.
progress and point out As well, I try to explain
ways for them to things well on report
continue growing. cards so that we can all
09/27/17 remain on the same page,
05/05/18 and provide important
10/26/18 results in Spanish for the
4/10/19 families that need it.
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I make sure every parent
has my contact
information and I
encourage him or her to
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
reach out to me
whenever they feel the
need. I make sure I am
out in front of the school,
making myself accessible,
as students are being
picked up in case a parent
has something to speak to
me about. Also, I keep
parents up to date on
student progress,
especially with areas of
concern. Typically, I email
them but occasionally
will call them.
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