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
assessments.
5.1 Applying
knowledge of the
Begins to identify specific
purposes,
characteristics of
characteristics, and
assessments that yield
uses of different
different types of
types of assessments
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 reflect
summative assessments. progress. (12/11-21/17) progress. (2/12-14/19,
1/29-31/19, 2/28/19)
Selects assessments Integrates a variety of
based on clear characteristics into Draws flexibility from a
understanding of the assessments to allow repertoire of appropriate
purposes and students with a ranges of assessment options and
characteristics of learning needs to characteristics to
assessments to support demonstrate what they maximize student
student learning. know. (12/19/17) demonstration of
knowledge. (11/16/18)
I develop and adapt the I have created common
range of assessments to rubrics using Rubistar to
adequately address ensure that the writing
students’ learning needs skill categories are being
and progress by: accurately and clearly
 Varying end of assessed (11/16/18)
unit assessments
between a I have used a wide range
writing of assessments to support
assignment, test, differentiated student
or project (or a learning needs
combination of throughout a unit of
any two types) study including:
 Varying  Poetry Device
assessments to Poster Projects
be completed (2/12-14/19)
individually, in  Collaborative
pairs, small Paragraphs on a
groups, or as a particular poem
whole class we have studied
 Varying between (1/29-31/19)
informal and  Unit Poetry Test
formal (2/28/19)
assessments as
well as formative
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
and summative
assessment types
in the grade book
(ongoing throughout
school year)

Ex/ The end of the Night

memoir unit had students
create a project
individually as well as
collaborative write an
essay in groups of three
to develop social skills,
critical thinking, and
writing skills (12/11-
21/17)

I also integrate different

characteristics in
assessments so that
students are given ample
opportunities to
demonstrate what they
know including:
 Making tests
multi-
dimensional to
include multiple
choice, matching,
true or false,
short response,
fill in the blank,
writing portions,
etc.
 Incorporating
student choice in
project based
assessments
 Paragraph and
full essay writing
prompts
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
(ongoing throughout
school year)

Ex/ Romanticism Unit

Test included a variety of
sections: multiple choice,
quote identification,
matching, and short
response writing analysis
(12/19/17)
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
Follows required on student learning. collect ongoing
5.2 Collecting and processes for data Make adjustments in Uses analysis of a variety (9/13/17) assessment data
analyzing analysis and draws planning for single of data to inform appropriate for the range
assessment data conclusions about lessons or sequence of planning and Uses data analysis of a of learner needs.
from a variety of student learning lessons based on analysis differentiation of broad range of (2/1/19, 2/6/19)
sources to inform of assessment data. instruction. assessments to provide
instruction. comprehensive Uses results of ongoing
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. (8/30- success. (4/24/19)
9/1/17)
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
I design an assessment I infuse formative and
plan that includes summative assessments
formative and summative systematically
assessments within each throughout instruction to
unit of curriculum. This gather enough data for
includes informal different learning needs.
assessments like: Ex/ Giving a Poetry Unit
 Journal Response Terms Quiz (F) before
Writing asking students to
 Pair Share Text- identify and analyze the
based same terms in a writing
Discussions assignment (S) (2/1/19,
 Whole Class 2/6/19)
Reading
Comprehension I discuss data analysis of
Checks (verbal common quarterly
and written) assessments (passage-
 Exit Slips based multiple choice
 Discussion Posts tests) with other grade
and Peer level teachers to identify
Responses potential strengths and
And formal assessments weaknesses amongst our
like: student populations and
 Tests/Quizzes plan lesson plans that
 Paragraph provide more instruction
writing for weaker areas. Ex/
 Essay writing weekly PLC meeting time
after end of quarter
 Projects (Group,
Pair, Individual) (4/24/19)
(ongoing throughout
the school year)

Ex/ Monthly Journal

Groupings by unit that
students turn in at the
end of the unit, choose
one entry for me to give
feedback on while
practicing their writing
skills on a daily basis in
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
an informal/formative
way

(9/13/17)
(ongoing throughout
the school year)

I assess data such as class

averages on
formal/informal &
formative/summative
assessments to further
influence my curriculum
planning to meet the
learning needs of my
student population

Ex/ “How to Write a

Review” Writing Series at
the beginning of the year
to assess students’
writing ability before
embarking on a text-
based unit to see where
students’ writing abilities
are (8/30/17-9/1/17)
Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
available assessment additional assessment variety of data on student broad range of data work and fosters
5.3 Reviewing data,
data as required by site data individually and learning individually and individually and with colleagues ability to
both individually
and district processes. with colleagues and with colleagues to colleagues to analyze identify and address
and with colleagues,
identifies learning needs identify trends and student thinking and causes for achievement
to monitor student
of individual students. patterns among groups of identify underlying patterns and trends.
learning
students. (1/29-2/2/18) causes for trends.
(4/3/19)
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Along with the co- I review and monitor a
teacher(s) of the grade broad range data by
levels I teach, I give meeting with colleagues
Common Assessments during weekly PLC time
quarterly which come in to discuss causes for
two types: Multiple frequently missed
Choice and Writing. This questions, accounting for
allows me to review and word choice or other
monitor a variety of cultural biases that may
student learning both for be impacting students’
myself to modify my own understanding of a
instruction as needed and question (4/3/19)
with colleagues to discuss
essay grading calibration,
instructional needs, and
trends and patterns
among groups of students

Ex/ Common Honors

Freshmen Informative
Essay (1/29/18-
2/2/18)
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. (9/6/17) integrated across content and academic language
single lessons or standards for individuals for the full range of
5.4 Using assessment sequences of lessons. and groups. (11/15/18) students. (2/19-
data to establish Plans instruction using Plans differentiated 3/22/19)
learning goals and to available curriculum Plans adjustments in lessons and modifications Plans differentiated
plan, differentiate, guidelines. instruction to address to instruction to meet instruction targeted to Uses data systematically
and modify learning needs of students’ diverse learning meet individual and to refine planning,
instruction individual students. needs. (5/16/18) group learning needs. differentiate instruction,
(11/5/18) and make ongoing
adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments. (3/19/19)
(11/15/18)
I use formative and I learned that using a I reflect on data to make
summative assessments digital audience response ongoing adjustments to
throughout a curriculum system in the classroom learning goals and
unit of study to build up is an easy and efficient curriculum such as
to a set of student way to survey students’ adding in more
learning goals for both opinions and gather vocabulary content, time
content and academic background knowledge to for students to work on
language development so establish or modify project-based
students are consistently learning goals that fit the assessments (for equal
building on prior needs of students internet access concerns),
knowledge and skills. I (11/15/18) and plan instructional
also differentiate lessons goals around reading
and modifications to comprehension and
gradually put more of the communication
work, thinking, and standards within a unit of
learning into the students study. Ex/ AP Great
hands to use to complete Gatsby unit (2/19-
increasingly complex 3/22/19)
assignments
I use data systematically
Ex/ I gradually lessen the to refine planning by
writing scaffolding for my differentiating question
honors freshmen classes styles within a test
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
so they can use what they document for a unit on
have learned about the The Great Gatsby
writing process and their including true or false,
own critical thinking and multiple choice, and
analytical skills to matching elements
develop a claim that (3/19/19)
addresses the prompt
without exclusively
relying on a formula
(9/6/17 vs 5/16/18)
(ongoing throughout
school year)
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. (3/26/19)
5.5 Involving all
need for individual include goal setting language development. individual skills.
students in self-
learning goals. exercises. (5/25/18) Develops students’ meta-
assessment, goal-
Integrates student self- cognitive skills for
setting, and progress
Monitors progress using Provides students with Guides students to assessment, goal setting, analyzing progress and
monitoring
available tools for opportunities in single monitor and reflect on and progress monitoring refining goals towards
recording. lessons or sequence of progress on a regular across the curriculum. high levels of academic
lessons to monitor their basis. (11/28/17) achievement. (11/1/18,
own progress toward 11/151/8)
class or individual goals.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying
I model and scaffold
student self-assessment
and goal setting
processes for learning
content by having
students complete self
and group member
evaluations so they can
reflect on what they did
well and what they can
improve on from their
own perspective
(5/25/18)
I also have students write
a reflection based on my
comments/feedback of
their writing so they can
evaluate what they did
well, what they could
improve on next time
(11/28/17)
In these ways, I guide
students to monitor and
critically assess their own
progress instead of
exclusively relying on
others’ opinions on their
work
(ongoing throughout
school year)
Integrating Innovating
I have students complete
an online Google Form
Self-Reflection Writing
activity to monitor their
writing progress to be
used as a reference as
they continue to improve
their writing abilities
(11/1/18)
I learned about the goal-
setting app Toodledo,
which allows students to
take ownership over their
own learning by making
to-do lists that they can
share with friends and
family, and create a
deadline calendar for
long-term planning
(11/15/18)
I offer students writing
conference time to reflect
on their AP in class
writing performance,
persuasive writing skills,
organization, and writing
clarity independently,
with peers, and with me
(3/26/19)
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 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 regarding
analysis, and
about student learning. colleagues, families, and audiences. student learning to all
communication of
students. Ensure that audiences. (5/30/18,
student learning
communications are 11/16/18, 1/28-2-
received by those who 15/19)
lack access to technology.

I use a wide range of

technologies to design,
implement, and analyze
assessments including:
 Google
Classroom use
(discussion
posts,
collaborative
work, building
digital portfolios
of student
writing with
digital comments
and feedback for
writing
improvement)
 Google Drive
creation (Google
Docs, Slides,
Sheets, etc.)
 Online
assessment
(Google Form
Quizzes)
 Assessment Data
tools and
manipulation
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
(Google Sheets
compiles data
from Google
Forms and
Google
Classroom)
(ongoing throughout
school year)

Ex/ I compiled and

assessed data from the
Common Assessment
Google Classroom Quiz I
gave my junior level
classes to easily compare
my data set with my co-
teacher’s to discuss
student progress and
learning needs during a
PLC meeting (5/30/18)

I learned about the

service SurveyMonkey
that allows you to build
your own survey for free.
I could use this digital
platform to quickly
gather data about
students’ learning styles
and background
knowledge to build
rapport and practice
engaging communication
skills (11/16/18)

I differentiate between
project-based, test, and
written assessments to
assess the full range of
student. Ex/ Argument
Partner Project, Parts of
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
an Argument Quiz, and In
Class Timed
Argumentative Essay for
the Argumentative
Writing Unit (1/28-2-
15/19)

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
lessons. Seeks to provide academic achievement. in ways that support individual student
5.7 Using assessment
Notifies families of feedback in ways that (11/28/17) increased learning. progress and ways to
information to share
student proficiencies, students understand. (11/16/18) provide and monitor
timely and
challenges, and behavior Provides opportunities support. (2/8/19)
comprehensible
issues through school Communicates with for comprehensible and Communicates regularly
feedback with
mandated procedures. families about student timely two-way with families to share a
students and their
progress, strengths, and communications with range of assessment
families
needs at reporting families to share student information that is
periods. Contacts families assessments, progress, comprehensible and
as needs arise regarding raise issues and/or responsive to individual
struggling students or concerns, and guide student and family needs.
behavior issues. family support. (11/16/18)
(10/27/17)
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
I provide feedback on I learned about the app Yearbook: I facilitate
assignments depending ParentSquare which student leadership
on a variety of factors helps educators easily communications by
including: communicate with assigning Editors to
 Completing and parents about community oversee Leads and other
turning in the and school issues. This staff members to ensure
assignment on app would increase that deadlines are being
time communication and trust met. I even added a
 How well the between all educational Managing Editor position
student stakeholders this year to further
addressed a (11/16/18) simplify the overseeing
writing prompt and delegating process
(hand written or (2/8/19)
digital portfolio
feedback
depending on
whether the
writing
assignment was
done in class or
through Google
Classroom)
 How much
information the
student had
retained by the
end of the unit
(ongoing throughout
the school year)

Ex/ I can digitally

comment and edit
students’ writing through
Google Classroom/Drive
so students can never
lose it and they can
reflect on what they can
fix to improve their
writing in the future. I
have also had students
review my feedback and
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
post what they feel they
can include on in a
Google Classroom
discussion post so that I
know they have reviewed
my feedback (11/28/17)

I have also
communicated with
parents and students
about a students’
academic strengths and
areas in need of
improvement both face to
face and through email. I
also regularly update my
online grade book
through AERIES, email
parents grade reports,
and post progress report,
quarterly, and semester
grades in a timely
manner for students and
parents to review. This
allows a good place for
me to start conversations
with students about
improving their grade
throughout the academic
year (10/27/17)
(ongoing throughout
school year)