CSTP #5

CSTP Standard 5: Assessing Students for Learning

5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments (Integrating)

Utilizing Spanish and English reading assessments as (ENIL, IRLA) and iReady math and reading diagnostics assessments as well as Unit tests to asses students present levels of performance.

Students Testing Tracker

5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction (Integrating)

I collect weekly data on students progress with Spanish reading foundational skills. I used this data to inform expectations for student participation during whole group instructions and learning tasks during small group meetings.

5.3 Reviewing data, both individually and with colleagues, to monitor student learning (Innovating)

I regularly engage in data analysis meetings with my grade level or department teams to discuss student success and areas of growth on assessments both standardized and informal assessments.

2021 Q3 MS Data Analysis

5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction (Innovating)

Based on students' performance on progress monitoring reading foundational skills checks, i work with the students to create their own individual learning target and then create groupings of students with similar power goals.

Carlton ARC Strategic Grouping

5.5 Involving all students in self-assessment, goal setting, and monitoring progress (Integrating)

I try to give students the opportunity to reengage with past learning. Students initially scored poorly on the

Chapter 3 review so I gave them the opportunity to go back and look at what they did wrong in addition to being able to recuperate some of the points.

Chapter 3 Review Reflection

5.6 Using available technologies to assist in assessment, analysis, and communication of student learning (Innovating)

For the Chapter 3 feedback presentation. I took screenshots of student work and presented the samples to the class vomiting the name and asked my students to find the errors in the work. I strategically chose the most common mistakes in hopes that so of their questions and struggles would be answered.

Chapter 3 Review Feedback

5.7 Using assessment information to share timely and comprehensible feedback with students and their families

I utilized Google Forms to provide accessible and timely feedback to my Mat students on their assessments

Chapter 1 Test