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CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating


Is aware of the purposes Explores the use of Decides on the purpose Develops and adapts the Demonstrates purposeful
and characteristics of different types of pre- for assessment and skills range of appropriate use of a wide range of
formative and summative assessment, formative to be assessed to select assessments to address assessments to support
assessments. and summative appropriately matches questions about students’ differentiated student
5.1 Applying assessments. pre-, formative and learning needs and learning needs and
knowledge of the summative assessments. progress. reflect progress.
purposes, Begins to identify specific
characteristics, and characteristics of Selects assessments Integrates a variety of Draws flexibility from a
uses of different assessments that yield based on clear characteristics into repertoire of appropriate
types of assessments different types of understanding of the assessments to allow assessment options and
information about purposes and students with a ranges of characteristics to
student preparedness, characteristics of learning needs to maximize student
progress, and proficiency. assessments to support demonstrate what they demonstration of
student learning. know. knowledge.
9/27/18 I use quizzes, 5/4/19 I create
discussions with my assessments with my
students, and their team that utilize a variety
answers to assignment of characteristics so that
questions to formatively students can
assess their knowledge. I demonstrate what they
look at key questions on know. For example, our
assignments to see if unit exam incorporates
students have achieved short answer, multiple
the key understanding of choice, and matching. The
concepts being taught. short answer questions
Use a variety of formative ask students to apply
assessments before using their knowledge in
summative assessments. several ways.
5/4/19 Prior to creating
assessments, I meet with
my team to discuss and
plan assessments.
Student assessment data
is reviewed and analyzed
to identify individual
academic strengths and
areas for growth. For
example, when reading
students' completed
Claim-Evidence-
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Reasoning (CER) section
of a lab, it became evident
that students were at
different levels of writing
scientific arguments, and
many needed practice in
writing CER's

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 Integrating Innovating
9/27 I use quizzes/tests,
discussions with my
students, and their
answers to key questions
on assignments to assess
their learning. Using this
data I plan and adjust my
curriculum.
5/4/19 I use formal and
informal assessments
throughout each unit. I
assess student
understanding at the end
of some lessons in order
to inform planning of the
next lesson. For example,
I sometimes use Pear
Deck during lectures to
formatively assess how
well students are
understanding the
material. At the end of a
lecture on natural
selection, I had students
write or draw two things
they learned from the
lesson. I then observed
what they answered and
used that to plan the next
lesson.

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 Applying Integrating Innovating
9/27 I examine the
results of assessments to
determine individual
students’ needs and
adjust my curriculum
based on it.
5/4 I evaluate and
analyze a class set of
student work to
determine next steps for
instruction. For example,
when reading students'
completed Claim-
Evidence-Reasoning
(CER) section of a lab, it
became evident that
many students needed
help with constructing a
scientific argument.
Therefore, I adjusted my
curriculum to meet these
needs. The next class, we
went over a CER rubric as
a class and then students
had the opportunity to
revise their work. I
review relevant
documents about my ELL
students and discuss the
needs of these students
with colleagues before
planning instruction. I
discuss their progress
with colleagues and
discuss ways to help
them succeed better
based on their data.
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.
9/27 based on data from
assessments of student
learning, I adjust my
curriculum so that
students can meet the
learning goals.
5/4 when reading
students' completed
Claim-Evidence-
Reasoning (CER) section
of a lab, it became evident
that many students
needed help with
constructing a scientific
argument. Therefore, I
adjusted my curriculum
to meet these needs. The
next class, we went over
a CER rubric as a class
and then students had
the opportunity to revise
their work. I adapt
material to meet the
needs of my ELL
students.
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 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
9/27 I use Kahoot,
Quizlet, and Quizziz to
allow students to assess
their own learning and
see what areas they need
to review or revise. I
allow students to come
into re-do assignments if
they speak with me about
what needs to be
improved.
5/4 Rubrics and criteria
provide students with a
clear understanding of
what they did well and
what needs
improvement. I help
students become familiar
with their current level of
knowledge and skills
through use of rubrics
which provide detailed
feedback regarding
strengths and areas for
growth.

Uses available Explores use of Uses technology to design Integrates a variety of Use a wide range of
technologies to record additional technologies and implement technologies into the technologies to design,
assessments, determine to 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.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
9/27 I use online 5/4 I use technology to
quizzing tools so that design and implement
students can self-assess assessments in class.
their knowledge and Students each have their
recognize areas for own laptop to use in class
improvement. I allow and at home. I analyze
students access to rubrics results of assessments
so they can self-assess. online. I clearly
communicate
information about
academic progress to
students and their
families. I do this by
emailing parents to
update them about their
student's grades. I
discuss results with
colleagues and use
results to plan for future
lessons.

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
5.7 Using assessment assessments. lessons or sequence of strategies for improving and informal communications about
information to share lessons. Seeks to provide academic achievement. assessments in ways that individual student
timely and Notifies families of feedback in ways that support increased progress and ways to
comprehensible student proficiencies, students understand. Provides opportunities learning. provide and monitor
feedback with challenges, and behavior for comprehensible and support.
students and their issues through school Communicates with timely two-way Communicates regularly
families mandated procedures. 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
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
struggling students or concerns, and guide responsive to individual
behavior issues. family support. student and family needs.

9/27 Students receive 9/27 communicate with 5/4 Students receive


feedback on key families about student frequent informal and
questions in assignments. progress during formal feedback to
They can come in during reporting periods and support their learning.
office hours or lunch to contact families as needs On a recent lab report, I
receive additional arise. Families can walked around the room
feedback if they’d like to contact me through while students were
re-work assignments. Schoology by sending me working and informally
a message, and I respond assessed their work. I
within 24 hours during gave many students
the week. individual feedback on
5/4 I ensure that how to improve prior to
students and their submitting their work. I
families understand the encouraged students’
learning goals by strengths and monitored
providing feedback on their areas of growth.
rubrics and emailing
parents to update them
on their students'
progress.