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
summative assessments. progress. 7/22/2018 reflect progress.
5/6/2019
Selects assessments Draws flexibility from a
based on clear Integrates a variety of repertoire of appropriate
understanding of the characteristics into assessment options and
purposes and assessments to allow characteristics to
characteristics of students with a ranges of maximize student
assessments to support learning needs to demonstration of
student learning. demonstrate what they knowledge.
know.
Assessments in my class
are not for their own
sake- they are ultimately
intended to demonstrate
progress toward the
needed proficiencies for
the AP exam. In addition,
they show how effective
my lessons have been,
and where adjustments
are needed. 7/22/2018
TLMS Domain VI; NBPTS
Prop 4 4/12/2019
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. 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. 7/22/2018 comprehensive Uses results of ongoing
5/6/2019 information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
I use exam data as formal
data and multiple
informal sources
including homework
results, class discussions
and open ended
questions to help plan my
lessons. I also regularly
revisit information from
previous units that I
deem crucial; I use these
revisits to gauge the
necessity of further
revisits. 7/22/2018
Confirmed 4/12/2019
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
available assessment data additional assessment variety of data on student broad range of data work and fosters
5.3 Reviewing data,
as required by site and 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
with colleagues, to
identifies learning needs identify trends and student thinking and causes for achievement
monitor student
of individual students. patterns among groups of identify underlying patterns and trends.
learning
students. causes for trends. 4/12/2019 5/6/2019
7/22/2018
I work closely with I am helping create a
colleagues in other school- wide emotional
departments to assess intelligence curriculum
progress. All students for students, which will
have academic strengths, help student achievement
and by working with increase. 4/12/2019
other teachers, I am
better able to understand
the struggles students
face. In addition, by
working with other
teachers we are better
able to get ahead of
student issues. We can
also identify which of the
teacher is in the best
position to address any
underlying issues getting
in the way of student
success. 7/22/2018
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
single lessons or standards for individuals for the fill range of
5.4 Using assessment
sequences of lessons. and groups. students.
data to establish
Plans instruction using Plans differentiated
learning goals and to
available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
plan, differentiate,
guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
and modify
learning needs of students’ diverse meet individual and differentiate instruction,
instruction
individual students. learning 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.
7/22/2018 5/6/2019
Because I regularly
reflect on my teaching, I
am able to use informal
assessments to modify
my lessons- sometimes in
class. Each block has it’s
own personality, so I also
differentiate by group. I
can only know this if I use
the informal assessments
to gauge how each group
is progressing.
7/22/2018
NPBTS Prop 4,
4/12/2019
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. 7/22/2018 5/6/2019 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. achievement.
own progress toward
class or individual goals.
I provide structures to
allow students to
advance their academic
skills. Being so close to
college, this is the last
opportunity many of
them have to develop
goal setting skills in the
relatively low stakes of
high school. I provide
reading pacing guides
and I teach note taking to
empower students to
take control of their own
learning objectives.
7/22/2018
Confirmed 4/12/2019
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
analysis, and
about student learning. colleagues, families, and audiences. regarding student
communication of
students. Ensure that learning to all audiences.
student learning
communications are
received by those who
lack access to technology.
7/22/2018 5/6/2019
My school is an Apple
school, and the teachers
are all Apple certified
teachers. As such,
technology is a key part
of our jobs. This includes
using exam tools that
provide immediate data
(we use a system from
Lexmark that provides a
great deal of data for
exams). I am also able to
use technology to
communicate with
students and families as
needed to address any
issues. 7/22/2018
TLMS Domain VI,
4/12/2019
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 communications about
5.7 Using assessment lessons. Seeks to provide academic achievement. assessments in ways that individual student
information to share Notifies families of feedback in ways that 7/22/2018 5/6/2019 support increased progress and ways to
timely and student proficiencies, students understand. learning. provide and monitor
comprehensible challenges, and behavior Provides opportunities support.
feedback with issues through school Communicates with for comprehensible and Communicates regularly
students and their mandated procedures. families about student timely two-way with families to share a
families progress, strengths, and communications with range of assessment
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.
I strive to provide
feedback as quickly as
possible- multiple choice
exams are graded and
recorded within 24 hours
(usually same day), while
written assignments are
returned within 1 week (I
have 170 students). If
feedback takes too long,
it loses effectiveness.
However, I still feel this is
an area of improvement.
7/22/2018
Confirmed 4/12/2019