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
student learning. know. knowledge.
I use pre-assessments in I use pre-assessments as I use Interim Assessment I not only use
order to compare them a way to assess my Blocks (IABs) from assessments to assess
with summative students’ prior caaspp.org throughout learning and inform
assessments, and then knowledge of upcoming the year to prepare my instruction, but to
analyze students’ growth. content and create students for the CAASPP improve learning as well.
I have noticed that leveled small groups. I test in the spring. My My teacher leader project
certain formative use exit tickets in both students log in to the focused on the testing
assessments, such as math and ELA, which I assessment portal to take effect, the finding that
worksheets and “exit use to both assess the IABs. Sometimes we learning can be enhanced
tickets,” often give me a student understanding work on them as a whole through test-taking
clearer picture of how my and inform future class or in small groups, because tests require
students are doing than I instruction. I use a and other times I have students to retrieve
thought based on combination of multiple- the students work on information from their
informal classroom choice, short-answer, and them independently. memories. I delivered a
observation. Sometimes, written essays as Then, we review their presentation on the
the formative summative assessments. answers as a class. For testing effect to the third
assessments show me (5/13/18) the writing prompts on and fourth grade teaching
that my students did the IABs, after having team to encourage them
better than I thought, or scored my students' to put its principles into
vice versa, which is very written responses, I practice.
helpful in informing sometimes copy and
future instruction. paste their responses on Aligned to TLMS Domain
(10/2/17) a Google Doc and have 2.a and NBPTS
them revise their writing, Proposition 3.1
referring to a rubric, to
earn a higher score. (5/10/19)
CSTP 5: Assessing Students for Learning

I also provide my
students with
opportunities to use
Google Slides and Padlet
as an alternative way to
demonstrate their
understanding.
(12/14/18)

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
I have used a number of I have given my students I use Freckle.com, an
different assessments on IAB (CAASPP Interim online educational
my students, but I have Assessment Blocks) program, to analyze data
found that I have very assessments to assess regarding student
little time to review, what my students do and understanding of each
analyze, and use them to don’t know in a given fourth grade domain and
inform instruction. content cluster, and to standard. Using the data, I
Therefore, I have been determine which skills I can see which standards
able to draw some need to review or teach, students have mastered
conclusions about my and to whom. I give pre- and which they need
students’ learning from assessments to my more practice with. Then,
assessments, but have not students, sort the I can assign targeted
been able to use the data problems by standard, practice for the standards
to make frequent and record the number of on which they need to
adjustments to points out of the total improve, as well as
instruction. (10/2/17) possible that each provide small group
student earned on each instruction on these same
standard. This, along with areas of needed
other assessment data, improvement. These
allows me to create assessments are used in
leveled groups and addition to exit tickets
determine which and other formative and
standards to teach in summative assessments
each group. (5/13/18) to inform my instruction.
(12/14/18)
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
I attempt to review and I use Google Drive as a I spoke with my school's
monitor assessment data way to monitor my site CAASPP coordinator
as much as possible, but I students’ writing about using data from the
have not done so with my progress. This allows me CAASPP interim
colleagues. (10/2/17) to give them feedback at assessments that our
any time, identify trends students take twice a year
in student learning, and to inform our instruction.
address misconceptions She informed me that
about the writing beginning this school
process. Twice a year, my year, once we get our first
colleagues and I review round of interim
our students’ data from assessment scores back,
the CAASPP interim we will be able to see
assessments. This data which standards students
allows us to monitor our need to improve upon.
students’ progress and CAASPP will also provide
differentiate instruction. links to lessons on their
(5/13/18) Smarter Balanced Digital
Library to address each of
these standards. I look
forward to using these
lessons with my students
to give them targeted
practice in their areas of
need. (12/14/18)
CSTP 5: Assessing Students for Learning
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
adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
Though I look over the Using data from the I have recently begun to
data from my CAASPP interim use Plickers.com as a way
assessments and do use it assessments, I set goals to give my students
to inform review and for students’ CAASPP engaging formative
instruction to some scores. I use spreadsheets assessments. Using
extent, I often follow the to record other Plickers, I can display
curriculum pacing assessments data, which I multiple choice questions,
guidelines even if my use to create leveled and students can use QR
students are lacking in small groups and code cards to select an
understanding of a determine which answer to each question.
particular set of concepts. standards/concepts need I can then scan their
(10/2/17) to be taught and/or cards using the app on
reviewed. (5/13/18) my phone and retrieve
their answers, and as a
class, we can see how
many students selected
the correct answer and
how many didn't. This
give students immediate
feedback on their answer
choices. (12/14/18)
CSTP 5: Assessing Students for Learning
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.
I inform students about Prior to beginning a I have my students take
their objectives and their geometry unit, I provide pre-assessments before
test results, but I have not each student with a goal starting a unit. After the
guided them in setting sheet on which they were receive their pre-
goals for themselves. able to set goals for their assessment scores, they
However, I very much performance in the unit, make goals for their post-
recognize the need for as well as think of assessment scores. My
individual learning goals. strategies to help them students also set goals for
(10/2/17) reach their goals. I use their CAASPP interim and
the Fist-to-Five self- end-of-year assessments.
assessment strategy, Additionally, I have been
which allows my students inspired by the article
to assess their own “Using Digital Tools to
understanding of a Change Student Goal-
concept during and after Setting and Reflection,”
a lesson. (5/13/18) which outlined a goal-
setting plan created by
fifth and sixth grade
teachers to empower
their students to set and
reach goals. They had
students make use of
Google apps, like Google
Forms and Google Docs,
to set their goals. While I
have incorporated goal-
setting into my
classroom, I have never
CSTP 5: Assessing Students for Learning
done so using digital
tools. I plan on making
adjustments to that this
year, then, and use
Google apps to help my
students create and
monitor their goals.
(12/14/18)

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.
CSTP 5: Assessing Students for Learning
I use various word
processing systems and
communication mediums
(Google Drive, Class Dojo,
etc.) to make
assessments, record and
analyze results, and
communicate about
student learning. I send
letters home to parents
who do not have access to
technology. (10/2/17)

I use Microsoft Office and

Google Drive to create
various assessments. I
use online educational
programs, such as
Newsela and Moby Max,
to view student progress
in relation to the
standards. I communicate
to families about student
learning via texts, emails,
and the Class Dojo phone
application. If families do
not have access to
technology, I send
physical letters and notes
home about student
progress. (5/13/18)

I often use Excel to

analyze student data and
ultimately inform
instruction. For example,
to analyze data from a
math pre-test and post-
test, I broke down the
test by standard, and
recorded the number
correct out of the total
CSTP 5: Assessing Students for Learning
possible each student
received in relation to
each standard, each
student's total score on
both tests, and the
average score on both
tests. (12/14/18)
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.
CSTP 5: Assessing Students for Learning
I provide students with In the area of writing, I
feedback by showing provide feedback to
them their scored students by holding one-
assessments, and while on-one conferences with
working with them them throughout a unit. I
individually or in small attempt to score all
groups. I notify families of assessments in a timely
students’ academic and manner so that my
behavioral progress students can receive
through a phone feedback while the
application called Class assessment is still fresh in
Dojo. (10/2/17) their minds. I notify
families of student
proficiencies and
challenges through
various messaging
systems, as well as my
school’s “Reminder
Notice” system.
(5/13/18)

I make use of the Class

Dojo app to communicate
with parents about their
children's behavior and
academic progress. Class
Dojo allows me to give
and take away points
based on students'
behavior, which parents
can see in real time. It
also has a messaging
system, which I use with
parents to quickly share
student data and discuss
their students' progress.
(12/14/18)