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CSTP 5: Assessing Students for Learning

Element Emerging Exploring Applying Integrating Innovating


Is aware of the Explores the use of Decides on the purpose for assessment and skills Develops and adapts the range Demonstrates
purposes and different types of to be assessed to select appropriately matches of appropriate assessments to purposeful use
characteristics pre-assessment, pre-, formative and summative assessments. address questions about of a wide range
of formative and formative and 7.17.18 students’ learning needs and of assessments
summative summative progress. 5/7/19 to support
assessments. assessments. Selects assessments based on clear understanding differentiated
of the purposes and characteristics of assessments Integrates a variety of student
5.1 Applying Begins to identify to support student learning. 7.17.18 characteristics into learning needs
knowledge of specific characteristics assessments to allow students and reflect
the purposes, of assessments that with a ranges of learning progress.
characteristic yield different types of needs to demonstrate what
s, and uses of information about they know. 5/7/19 Draws
different student preparedness, flexibility from
types of progress, and a repertoire of
assessments proficiency. appropriate
assessment
options and
characteristics
to maximize
student
demonstration
of knowledge.

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CSTP 5: Assessing Students for Learning
Classroom Observation 7.17.18 ● 5/7/19 - I make sure
-Jenn applies knowledge of the purposes, to implement a variety
of assessments to help
characteristics, and uses of different types of accommodate the
assessments by: various learning styles
● Planning out a unit in it entirety with and needs in the
planned checks for understanding, classroom, some of
formative, and summative my assessments are
written response,
assessments. some at the near
● Ensuring that each student mastery level are
understand the feedback given on all multiple choice. By
assessments to help them advance having different levels
● When going through the writing of mastery all my
students have the
process various types of formative
ability to pass an
assessments aid the students in assessment by show
preparing a final product like peer various levels of
edits and revisions. understanding. I also
make sure that I
provide scaffolds for
the students that need
it like using graphic
organizers during the
assessment or
notecards to ensure
all students have
equal access to the
material.

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CSTP 5: Assessing Students for Learning
Use data from Explores collecting Collects a variety of formal and informal Designs and integrates an Infuses
required additional data using assessment data on student learning. 7.17.18 assessment plan that provides assessments
assessments to supplemental 5/7/19 formal and informal strategically
assess student assessments. assessment data on student and
learning. Uses analysis of a variety of data to inform learning. systematically
Make adjustments in planning and differentiation of instruction. 7.17.18 throughout
Follows planning for single 5/7/19 Uses data analysis of a broad instruction to
required lessons or sequence of range of assessments to collect ongoing
5.2 Collecting
processes for lessons based on provide comprehensive assessment
and analyzing
data analysis analysis of assessment information to guide planning data
assessment
and draws data. and differentiation of appropriate for
data from a
conclusions instruction. the range of
variety of
about student learner needs.
sources to
learning
inform
Uses results of
instruction.
ongoing data
analysis to plan
and
differentiate
instruction for
maximum
academic
success.

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CSTP 5: Assessing Students for Learning
Classroom Observation 7.17.18
-Jenn collects and analyzes assessment data
from a variety of sources to inform
instruction:
● Collects data prior to the start of
class like REN STAR and CELDT
● During class, Jenn administers a
series of formative and summative
assessments as well as an interim
midterm assessment that informs
which standards to go back and
review based on student success.
● Students show understanding of
learning goal during the lesson and
meet with Jenn one-on-one if not
meeting at least near mastery.
● Student understanding of lessons
always inform the next steps in
Jenn’s planning.

Reviews and Reviews and monitors Reviews and monitors a variety of data on student Reviews and monitors a broad Facilitates
monitors additional assessment learning individually and with colleagues to range of data individually and collaborative
5.3 Reviewing
available data individually and identify trends and patterns among groups of with colleagues to analyze work and
data, both
assessment data with colleagues and students. 7.17.18 student thinking and identify fosters
individually
as required by identifies learning underlying causes for trends. colleagues
and with
site and district needs of individual 12/10/18- 5/7/19 ability to
colleagues, to
processes. students. identify and
monitor
address causes
student
for achievement
learning
patterns and
trends.

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CSTP 5: Assessing Students for Learning
Student Work Analysis 7.17.18 Classroom Observation
-Jenn reviews data, both individually and 12/05/18
​ISTE 4A- Dedicate planning
with colleagues, to monitor student learning time to collaborate with
by: colleagues to create authentic
● Collecting and recording all student learning experiences that
data for assessments into a tracker leverage technology.
and comparing levels of
● As part of the English
understanding across demographics. Department at the
● Meeting and collaborating with other school, Jenn
teachers in the English department as participates in and
well as across disciplines to find collaborates with
alternative strategies and lesson to other teachers during
our monthly PLCs. We
implement and improve student
utilize Star
success. Renaissance as a main
● Meets with English instructional form of reviewing
coach to plan next steps and advise in assessment data when
instructional strategies a student first enters
our classroom.
Understanding their
level of skill in the
Reading portion of the
assessment allows us
to go into the
classroom knowing
which students need
more directed
instruction from the
beginning.
● Once the class has
started, we create a
Google Sheets
spreadsheet tracking
the level of mastery
for every standard
assessed along the
way. Every month,
Jenn collaborates with
other English teachers

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CSTP 5: Assessing Students for Learning
reviewing the data,
noticing any patterns
in learning, and using
it to inform next steps
of instruction. For
example, last month
they noticed that W1
was mostly at near
mastery and together
they planned a lesson
addressing issues of
relevant and sufficient
evidence.​
Uses data from Uses data from Uses a variety of assessment data to set student Uses a broad range of data to Reflects on data
assessments available assessments learning goals for content and academic language. set learning goals for content continuously to
provided by site to establish 7.17.18 and academic language that make ongoing
and district to content-based are integrated across content refinements to
set learning learning goals for class standards for individuals and learning goals
goals for the and individual Plans differentiated lessons and modifications to groups. 5/7/19 for content and
class. students in single instruction to meet students’ diverse learning academic
lessons or sequences needs. 7.17.18 Plans differentiated language for the
5.4 Using
of lessons. instruction targeted to meet fill range of
assessment
Plans individual and group learning students.
data to
instruction Plans adjustments in needs. 5/7/19
establish
using available instruction to address Uses data
learning goals
curriculum learning needs of Modifies lessons during systematically
and to plan,
guidelines. individual students. instruction based on informal to refine
differentiate,
assessments. 5/7/19 planning,
and modify
differentiate
instruction
instruction, and
make ongoing
adjustments to
match the
evolving
learning needs
of individuals
and groups.

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CSTP 5: Assessing Students for Learning
Student Work 7.17.18 ● 5/7/19 - Some of the
-Jenn uses assessment data to establish data that I now utilize
to set learning goals
learning goals and to plan, differentiate, and includes: Star Ren
modify instruction​ ​by: standardized test,
● Planning assessments that students Interim, Mastery
can demonstrate their skills by level Assessment scores,
of mastery. The first few questions and both formal and
informal checks for
are only near mastery level questions, understanding. I also
the next few are mastery, and the last take into account any
few are exceeds mastery questions accommodations
that the students have the opportunity necessary for a
to show where they are on that student, especially if
they are EL or SPED.
standard.
● I plan differentiated
● Students work and assessments are instruction by
used to determine next steps providing my students
with options to
demonstrate their
understanding such as
Learning Menus,
powerpoint projects,
short written
responses, and many
other activities like
socratic seminars.
Informs Begins to encourage Models and scaffolds student self-assessment and Implements structures for Provides
students about students to establish goal setting processes for learning content and students to self-assess and set systematic
learning learning goals through academic language development. learning goals​ related to opportunities
objectives, single lessons or content, academic language, for student
5.5 Involving
outcomes, and sequence of lessons Guides students to monitor and reflect on progress and individual skills. 7.17.18 self-assessment,
all students in
summative that include goal on a regular basis. 5/7/19 goal setting, and
self-assessme
assessment setting exercises. progress
nt,
results. Integrates student monitoring.
goal-setting,
Recognizes the Provides students self-assessment, goal setting,
and progress
need for with opportunities in and progress​ monitoring Develops
monitoring
individual single lessons or across the curriculum. 7.17.18 students’
learning goals. sequence of lessons to 5/7/19 meta-cognitive
monitor their own skills for
analyzing

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CSTP 5: Assessing Students for Learning
Monitors progress toward class progress and
progress using or individual goals. refining goals
available tools towards high
for recording. levels of
academic
achievement.
Class Assignments /
Rubrics 7.17.18
-Jenn involves all students
in self-assessment,
goal-setting, and progress
monitoring by:
● Adding a self
assessment potion
to every formative
assessment and
instructing students
the importance of
understanding
where they are and
where they need to
be.
● Going over the
standards in rubric
form differentiating
each level and what
skills are necessary
to reach the next
level.
● Students are well
supported with the
use of scaffolding,
graphic organizers,
questioning, and
practice activities.

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CSTP 5: Assessing Students for Learning
● The same rubrics
are used for
self-assessments,
formative, and
summative
assessments and all
feedback.
Uses available Explores use of Uses technology to design and implement Integrates a variety of Use a wide
technologies to additional assessments, record and analyze results, and technologies into the range of
record technologies to communicate about student learning with development, implementation, technologies to
5.6 Using assessments, implement individual administration, colleagues, families, and students. analysis of assessments, and design,
available determine assessments, record Ensure that communications are received by those communication of student implement, and
technologies proficiency results, and who lack access to technology. ​7.17.18 ​12/10/18 learning to all audiences. analyze
to assist in levels, and make communicate with 5/7/19 assessments
assessment, required administration, and provides
analysis, and communications colleagues, and for an in depth
communicatio about student families about student and ongoing
n of student learning. learning. communication
learning regarding
student
learning to all
audiences.

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CSTP 5: Assessing Students for Learning
Communication Documents 7.17.18 ● TLS Domain 2:
-Jenn uses available technologies to assist in Accessing and
assessment, analysis, and communication of Using Research to
student learning by: Improve Practice
● Using google classroom, phone calls and Student
home, parent conferences, and Learning: 5/7/19
visiting students’ homes if necessary. One way that I
● Updating grades on google classroom assist colleagues
for students to share with parents in accessing and
from home. using research in
● Going over assessment results with order to select
parents and students during appropriate
student-led conferences strategies to
Classroom Observation 12/03/18 improve student
ISTE 4D- Demonstrate cultural competency learning is back
when communicating with students, parents engaging with
and colleagues and interact with them as them in constant
co-collaborators in student learning.​ conversations
Create a survey or quiz using google forms about what new
​ strategies I have
● After every unit Jenn creates a used and learned
Google forms survey to collect about in my online
information from her students to research. Together
understand what their perspective on we exchange
the unit was and what needed to be strategies and
addressed for the next unit. It is sometimes we
important to hear from the students might even
themselves to really hear how brainstorm on
satisfied they are with their learning how we can tweak
experiences. Students feel a strategy for its
comfortable enough to share their use in other
opinions throughout the unit but disciplines.
collecting online responses in survey Another way is by
form, allows Jenn an opportunity to signing up for

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CSTP 5: Assessing Students for Learning
analyze data and visually newsletters and
differentiate which students need email updates;
what. then sharing then
When trying out new technology, with my
Jenn also likes to hear from her colleagues
students to see the level of individually or as
engagement, motivation, and a whole
relevance to the day's learning target. depending on how
In the example students responded useful it might be.
fairly well, some were even excited I encourage them
to try out the technology again. This to also sign up for
survey in particular informed Jenn such resources
about how the students felt when and have even
interacting with a new type of helped a colleague
technology, which is crucial in by forwarding
interaction with a multitude of them the signup
cultures that may or may not have link. In our
meaningful exposure to technology profession, it is
for constructive collaboration. always a good idea
to stay updated on
any new
strategies.
Provides Provides students Provides students with clear and timely Integrates the ongoing sharing Facilitates
students with with additional information about strengths, needs, and strategies of comprehensible feedback to students’
feedback feedback based on for improving academic achievement. 7.17.18 students from formal and leadership in
5.7 Using
through formative assessments informal assessments in ways seeking and
assessment
assessed work from single lessons or Provides opportunities for comprehensible and that support increased using ongoing
information to
and required sequence of lessons. timely two-way communications with families to learning. 5/7/19 comprehensible
share timely
summative Seeks to provide share student assessments, progress, raise issues communication
and
assessments. feedback in ways that and/or concerns, and guide family support. Communicates regularly with s about
comprehensib
students understand. 7.17.18 families to share a range of individual
le feedback
Notifies families assessment information that is student
with students
of student Communicates with comprehensible and progress and
and their
proficiencies, families about student responsive to individual ways to provide
families
challenges, and progress, strengths, student and family needs. and monitor
behavior issues and needs at reporting 5/7/19 support.
through school periods. Contacts

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CSTP 5: Assessing Students for Learning
mandated families as needs arise
procedures. regarding struggling
students or behavior
issues.
Parent/ Family Communications 7.17.18 ● I have continuous
-Jenn uses assessment information to share feedback for my
students through
timely and comprehensible feedback with Google classroom,
students and their families by: google docs, Class
● Posting all lessons to Google Dojo, Padlet, and in
Classroom for students to share with class scaffolding. I
their parents make sure to
constantly give them
● Sending home a syllabus with feedback both
expectations for parents to sign as formally and
soon as class starts informally. On their
● Using google classroom, phone calls assessments I make
home, parent conferences, and sure leave detailed
feedback informing
visiting students’ homes if necessary.
them of what stopped
● Posting all grades on google them from reaching a
classroom higher level of
● Attending all parent meetings and mastery and what
IEP conferences scored them the level
● Sending home letters notifying they got.
● For my parents, I
parents of student progress make sure to call,
leave voice messages,
send text messages,
and even emails to
communicate with
them about their
student’s progress.
● Parents also have
access to a students
Class Dojo profile to
see their behavior and
participation skills,
which I update daily.
And in terms of
academic progress,

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CSTP 5: Assessing Students for Learning
parents can see
students scores, my
comments, and
feedback to help their
students succeed in
the class.

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