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 reflect
knowledge of the summative assessments. progress. 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
9/27/17 student learning. know. knowledge.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Quizzes and tests are a
huge component of the
overall course grade.
Knowing when your
students are prepared is a
challenge. I have tried
different ways to assess
students before the actual
assessment. Some of
these ways are ticket-
out-the-door slips,
online quizzes through
Socrative.com, and by
simply monitoring the
classroom and asking
each of my students
questions. Gathering all
this information is crucial
to identify preparedness
and proficiency before an
exam. 9/27/17

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
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. 9/27/17 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
The data I gather from
these pre-assessments
shows me a few things. It
demonstrates where the
students strengths and
weaknesses lie and which
topics I should perhaps
review more. Planning
further review days,
although helpful, should
be done carefully because
you dont want to spend
too much time going over
past material. It is also
important to differentiate
your teaching methods on
the review day. If most
students didnt
understand it the first
time, maybe it was the
way it was taught that
was an issue. 9/27/17

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. 9/27/17 causes for trends.
CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
Our review days consist
of collaboration and
discussion with partners
or small groups. I monitor
the classroom and visit
each group to check their
understanding. Questions
like, Any questions
here? or Do you guys
understand are not
productive ways of
getting data from student
learning. It is better to
pose critical thinking
questions that encourage
students to use prior
knowledge and make
connections with the
concepts. You can also
pose the questions to the
entire class, give them a
few minutes to process it
and plan a response, and
then visit each group to
get your question
answered. 9/27/17
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 learning meet individual and differentiate instruction,
individual students. needs. group learning needs. and make ongoing
9/27/17 adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
I have been teaching for a
few years, but I am
starting to see a trend of
topics that often trouble
many students. The data I
receive from the pre-
assessments only further
proves what topics we
should revisit. Therefore,
I adjust the instruction
and address common
mistakes students make
for the specific topics we
talk about. We also
discuss these topics as a
class or in small groups.
The adjustments are
never-ending since each
class has their own
preferred way of
learning. 9/27/17
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.
9/27/17
K-W-L charts are an
effective way to begin
instilling goal-setting
habits in students. They
write down what they
know about the topic
beforehand, what they
intend on learning, and
finally what they learned.
Writing this down forces
them to think deeply
about the concept and
make connections
without realizing it. All
students are involved in
this process. K-W-L
charts are also an
effective way to prepare
them for future classes.
9/27/17
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
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.
9/27/17
Chromebooks have been
an incredible asset in the
classroom. We may not
use them much during
lessons, but they are an
excellent tool to practice
the material and to give
pre-assessments. We
have had meetings as a
department on effective
and helpful websites
where we can create
these assessments. I have
tried some this year
already, and they have
been met positively with
my students. These pre-
assessments dont count
as tests, but instead as
classwork. We go over
the answers as a class so
students can correct any
mistakes. This is how we
record an analyze results.
9/27/17
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. 9/27/17
I always pass tests or
quizzes back to go over
them with students. They
get to see their scores and
often I allow them to do
test corrections for
points. I send emails
primarily to the parents
of students who are
struggling so they can be
aware of the issue before
it is too late into the
semester. It has made a
difference because often
the students just need the
extra push to begin
succeeding in class.
9/27/17