This document discusses using different types of assessments to support student learning. It describes the purposes and characteristics of formative and summative assessments and how teachers can use assessment data to inform instruction. Specifically, it outlines how a teacher collects and analyzes data from required assessments, supplemental assessments, and informal checks to better understand student progress, group students, and differentiate instruction to meet learner needs.
This document discusses using different types of assessments to support student learning. It describes the purposes and characteristics of formative and summative assessments and how teachers can use assessment data to inform instruction. Specifically, it outlines how a teacher collects and analyzes data from required assessments, supplemental assessments, and informal checks to better understand student progress, group students, and differentiate instruction to meet learner needs.
This document discusses using different types of assessments to support student learning. It describes the purposes and characteristics of formative and summative assessments and how teachers can use assessment data to inform instruction. Specifically, it outlines how a teacher collects and analyzes data from required assessments, supplemental assessments, and informal checks to better understand student progress, group students, and differentiate instruction to meet learner needs.
This document discusses using different types of assessments to support student learning. It describes the purposes and characteristics of formative and summative assessments and how teachers can use assessment data to inform instruction. Specifically, it outlines how a teacher collects and analyzes data from required assessments, supplemental assessments, and informal checks to better understand student progress, group students, and differentiate instruction to meet learner needs.
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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. 9/16/21 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 9/16/21. student learning. know. knowledge. 9/16/21: At the August 2021-May 2022: December 2022: April 2023: beginning of the school Throughout the school We have multiple I use a variety of year students are given year we do 3 formal assessments throughout formative and summative an ELA, math, and writing assessments. The formal the year to help us track assessments to track if diagnostic. Throughout assessments are the the progress that students are the school year students math, ELA, and writing. students are making. understanding the skills retake those diagnostics We use these scores to While we have that are being taught in so we can see growth and inform families where assessments, we also the classroom. We have areas we need to work on their student is at and to have weekly tests that I weekly summative as a class. When students also guide our instruction also use to monitor assessment, and during are given formative in the classroom. I students understanding the week we do formative assignments, it is usually currently only have about of the standards that assessments. The homework or in class 2 students on our formal were taught throughout formative assessment are work where I can check assessment of math and the week. just check ins to see in on them and assist ELA performing below where the student is at, them. Most of are grade level. and at the end of the summative assessments week they take a are based on the skills summative assessment. learned throughout the week, but having the formative assignments help the students lead up to the summative assessment. CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
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. 9/16/21 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 9/16/21 information to guide data analysis to plan and planning and differentiate instruction differentiation of for maximum academic instruction. success. 9/16/21: Our school August 2021-May 2022: December 2022: April 2023: focuses a lot of using Since the beginning of In order to prepare for an Each week students take assessment data to guide this school year, I have upcoming unit math test, their tests home to get our instruction in the incorporated a lot more we spend the whole week signed by their families. classroom. When looking informal assessment doing a lot of informal After they get it signed at the assessment data, I throughout the week assessments. Students they bring the tests back am able to group students before our formal complete a study guide and I file it in their file, so in ELA and math groups. assessments on Friday. independently, while I that I have all of their Also, after our weekly During the week, I will walk around and monitor data for the entire Friday tests, I can see assign a couple questions and assist students who trimester. Once the what skills students to students as an exit need extra support. We trimester ends, I send might not have mastered ticket before they can go also play a review them home with all of throughout the week and to recess/lunch. This has Jeopardy game, where their old tests. adjust my lessons for the helped motivate students students get to work in following week to touch to do their work, but also groups to help each other on those skills again. allows me to check in on out. Students are also how they are doing. assigned review homework. Students are able to review everything they have been taught from a variety of ways. CSTP 5: Assessing Students for Learning
Element Emerging Exploring Applying Integrating Innovating
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. 9/16/21 causes for trends. 9/16/21: When looking May 2022: Our 4th grade December 2022: at assessment data, if I team has might quite Families receive weekly see a student is below frequently from both emails from Aeries grade level, I monitor campuses to compare the (grading system) on their work and also talk data we have for all of our how their student is to their previous teacher. 4th grade students. It is doing. Also, I send home If a student needs extra interesting because we do their weekly tests to get support, I will reach out have a lot of similarities, signed, so families are to our intervention even with two different aware of their grades. As specialist who can help schools. We use this data mentioned above, we guide me with how to to help us guide what we also have a Google Sheet help the student the best. should try to teach our that has all of our If I see a trend with a few students next year. We students, I will pull them also have a running assessment data entered into a small group so we Google Spreadsheet into, so education can work on the skill where we enter all of our stakeholders can look at together. formal assessment data it. into, so we are constantly tracking data. April 2023: We review data as a team on a weekly basis with our campus and the other campus. We are able to see trends and areas of improvement for both. We also keep track of all of our data in Aeries and in a Google Spreadsheet. 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 9/16/21 Plans differentiated plan, differentiate, available curriculum lessons and modifications Plans differentiated Uses data systematically and modify guidelines. Plans adjustments in to instruction to meet instruction targeted to to refine planning, instruction instruction to address students’ diverse learning meet individual and differentiate instruction, learning needs of needs. group learning needs. and make ongoing individual students. adjustments to match the 9/16/21 Modifies lessons during evolving learning needs instruction based on of individuals and groups. informal assessments. 9/16/21: After looking at May 2022: For my December 2022: April 2023: the assessment data, I set students that need extra When I plan ELA or math When we meet with the my goals for each help, some of those centers, I take into other campus 4th grade individual student and students are on IEPs, so account the different team, we go over what we the class as a whole. For they get additional needs my students are noticed that are areas for example, if I see as a support in and outside of going to need. Some improvement and what whole that the class did the classroom to help groups can work we can do as teachers to not understand the idea them. I always make sure independently and will help improve those areas. of rounding, I make sure to teach lessons in a not need to meet with me, Each years those have to revisit the lesson and variety of ways, so that it while other groups will changed, so we have to adjust to a different meets the needs of all of need more one-on-one change what we do in the strategy of teaching it. my students. For attention. I make sure to classroom to best help example, in science, we provide as much our students. We always have been reading about additional support as provide each other with rock formation, so I found possible to those students helpful resources. an informational video that need the extra help. students watched. 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. 9/16/21 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. 9/16/21 9/16/21:I always make May 2022: I am always up December 2022: April 2023: Students self sure the encourage in the front of the room Just as mentioned above assess their own writing students while they are modeling my with the writing checklist, and they also work with a working in the classroom. expectations for students, before students write peer to help each other I am constantly walking and they are always very their answer to a out with assessing their around and monitoring aware of them. Since we question, I always ask writing. This has shown their progress in the are at the end of the students what I am students how to help classroom. Before we school year, I have done a looking for in their each other and how to start a lesson, I always lot less scaffolding responses. I clearly state make corrections on their tell them the goal and because I really want my out my expectations for own. Students really objective of what we are students to start students on the board so enjoy being able to help doing so they understand becoming more they know how to each other out. When I why they are doing it. In independent and not rely respond. Students are provide students with a order for students to see so much on me doing able to self-assess their checklist, it removes a lot their own progress, I everything for them. I work by referring back to of questions and they can keep their work so that always check in with the expectations we all clearly see my they can look back at it students on Friday while set together. expectations. and see far they have I am grading their tests. progressed. 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. 9/16/21 9/16/21: Our iReady ELA May 2022: I have used a December 2022: and math assessment are variety of technology Not only have I continued to taken online and during tools in the classroom to update grade in Aeries on a weekly basis, I also send all parent teacher help support my students of the tests students have conferences, I am able to learning of the content. taken home so that way share the results with We use iReady for ELA their families are able to parents so they can see and Math on a daily basis. look at their scores. If their strengths and areas I can assign students families have questions of improvement for their specific lessons to work about their scores, they are child. We also meet as a on and students can work able to email me. If at any school and grade level on lessons assigned to time a family wants to have team to learn how to read them based off of their a conference with me about their students academic the assessment data and assessment score. I also progress, we are able to what we need to work on make sure I am on top of schedule that. I always make for the school year. If my grading and inputting sure to keep open students are still scoring scores into our grading communication and grades below grade level halfway system, Aeries, on a updated! through the year, they are weekly basis. I send home referred to our our Friday tests usually April 2023: intervention specialist to on Monday or Tuesday of I use Aeries and Parent receive more support. the following week, so Square to communicate with families the assessment data families can check in on that I gather from their their student’s grades. student. They are able to check daily on their grades and contact me if they want to discuss things further. 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 9/16/21 increased learning. progress and ways to timely and student proficiencies, students understand. provide and monitor comprehensible challenges, and behavior Provides opportunities Communicates regularly support. feedback with issues through school Communicates with for comprehensible and with families to share a students and their mandated procedures. families about student timely two-way range of assessment families progress, strengths, and communications with information that is needs at reporting families to share student comprehensible and periods. Contacts families assessments, progress, responsive to individual as needs arise regarding raise issues and/or student and family needs. struggling students or concerns, and guide behavior issues. family support. 9/16/21 9/16/21: I always make sure August 2021-May 2022: Since December 2022: that students hear feedback the beginning of the school year, This year I have really tried to from me. I believe it is really I always communicate home get students to self-advocate for important that students know what our upcoming tests are themselves. I always ask if what their strengths are and going to be for the week and anyone has any questions what skills they need to work what we are going to be before we move on to more on. I am always in learning in class. For example, something else, or allow constant communication with students get vocab words on students the opportunity to parents. We send out weekly Monday and study them all come talk to me at recess/lunch newsletters to families so they week for our test on Friday. time. If I notice a student know what their child is Students also receive a study struggling who might not be learning in class. We use Aeries guide for math on Thursday for comfortable coming up to ask for grades and parents are able our upcoming Friday test. If for help, I always make sure to to see weekly progress reports families have any questions or check on them during of their grades. concerns about grades, they are lessons/tests to see if they need always able to email me to extra support. discuss anything further. April 2023: The following Monday or Tuesday of every week, I send home the weeks previous tests for families to sign. Students are accountable for bringing this home and having an adult look at it. If families have questions, they are able to reach out to me. CSTP 5: Assessing Students for Learning