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Teacher Standards

California Standards for the Teaching Profession

Assessing Students for Learning

Assessment is a continuous process of gathering trustworthy evidence, interpreting it carefully, involving learners, and using findings to improve teaching and learning.

California Standards for the Teaching Profession (CSTP) • Practical guide for planning, coaching, reflection, and professional growth

Use this as a professional-learning companion. It does not replace the complete CSTP, California content standards and frameworks, local policy, collective bargaining agreements, credential requirements, legal advice, or the individualized requirements in a student’s IEP or Section 504 plan.

Explore the elements of Standard 5

What Effective Practice Looks Like

  • Match each assessment to a clear purpose and learning target; distinguish diagnostic, formative, interim, and summative uses.
  • Gather varied evidence through observation, conversation, performance, products, selected response, and student reflection.
  • Check validity, reliability, accessibility, language demands, scoring consistency, and possible cultural or disability-related barriers.
  • Analyze patterns without reducing a learner to a score; disaggregate responsibly and triangulate before making consequential decisions.
  • Return timely, specific, usable feedback and provide structured opportunities to act on it, reassess, and communicate growth.

Focus Points for This Standard

Plan intentionally

Connect each decision to an identified student-learning need and a clear instructional purpose.

Teach responsively

Use multiple sources of evidence and examine who is participating, succeeding, or encountering barriers.

Study the impact

Document what was tried, what students did, and what the evidence suggests should happen next.

Teacher Inquiry Cycle

  1. Identify: Name a specific student-learning opportunity, barrier, or question connected to this standard.
  2. Learn: Gather student, family, curriculum, assessment, and contextual information while protecting privacy.
  3. Design: Choose an evidence-informed strategy, success criteria, access supports, and a feasible way to gather evidence.
  4. Enact: Teach, observe, confer, and make in-the-moment adjustments without losing the intended learning.
  5. Study: Examine student work, participation, explanation, transfer, and student perspective—not implementation alone.
  6. Respond: Keep, adapt, intensify, replace, or discontinue the practice and record the reasoning.

Possible Evidence for Reflection or Coaching

  • assessment maps connecting targets, methods, timing, and instructional decisions
  • common rubrics, calibration notes, and scored student-work protocols
  • item or task analyses and misconception groupings
  • student goals, self-assessments, feedback cycles, and revisions
  • family-facing progress communication in understandable and accessible forms

Evidence caution: No single artifact proves accomplished teaching. Interpret evidence in context, center student learning, use multiple sources, and avoid collecting identifiable student information that is not necessary.

Technology and Software: Purpose Before Product

PurposePossible toolsProfessional-use guidance
Create and collaborateGoogle Forms or Microsoft Forms for low-stakes checksUse version history, comments, exemplars, and clear roles; explicitly teach digital collaboration.
Elicit and assessdistrict assessment and student-information systemsKeep checks low stakes when formative; inspect item quality and pair scores with student work and conversation.
Model and investigatespreadsheets or dashboards for careful pattern analysisRequire prediction, observation, explanation, and transfer so the tool supports—not replaces—disciplinary thinking.
Access and communicateCanvas, Schoology, Google Classroom, or district LMS feedback featuresFollow student plans, provide captions and accessible formats, and use human-reviewed interpretation or translation.
Manage and reflectdigital portfolios, audio/video feedback, and approved translation toolsMinimize collected data, restrict sharing, use approved accounts, and periodically remove records according to policy.

Software is illustrative, not endorsed. Availability and features change. Before use, follow district approval processes and review accessibility, age restrictions, privacy, security, advertising, data ownership and retention, interoperability, copyright, AI features, and the need for family notice or consent. Never enter confidential student information into an unapproved service.

Questions for Collaborative Reflection

  • What do students say, do, create, explain, or transfer when this practice is working?
  • Whose participation or success has changed, and whose has not? What barriers or unintended effects remain?
  • Does the evidence reflect the intended learning, or might language, disability, technology, background knowledge, or task design be obscuring it?
  • What is the smallest high-leverage adjustment to test next, and what evidence will show whether it helped?
  • How will student and family perspectives inform the next decision?

CSTP Reflection Questions

Teachers apply knowledge of the purposes, characteristics, and uses of different types of assessments. They collect and analyze assessment data from a variety of sources and use those data to inform instruction. They review data, both individually and with colleagues, to monitor student learning. Teachers use assessment data to establish learning goals and to plan, differentiate, and modify instruction. They involve all students in self-assessment, goal setting and monitoring progress. Teachers use available technologies to assist in assessment, analysis, and communication of student learning. They use assessment information to share timely and comprehensible feedback with students and their families.

As teachers develop, they may ask, “How do I…” or “Why do I…”

  • become knowledgeable of the different types of assessments--and their uses, benefits, and limitations--that I draw on to inform my instruction?
  • select assessment strategies and instruments appropriate to the learning outcomes being evaluated?
  • use my knowledge of assessment concepts such as validity, reliability, and bias to choose assessments appropriate to my students?
  • design grading practices that draw on multiple sources of information and reflect student learning?

5.2 - Collecting and analyzing assessment data from a variety of sources to inform instruction

As teachers develop, they may ask, “How do I…” or “Why do I…”

  • keep a continuous and comprehensive record of group and individual achievement?
  • select, design, and use assessment tools appropriate to what is being assessed?
  • collect, select, and reflect upon evidence of student learning?
  • work with families to gather information about all students and their learning?
  • use standardized tests, diagnostic tools, and developmental assessments to understand student progress?
  • use a range of assessment strategies to implement and monitor individualized student learning goals (including IEP goals)?
  • assess student behavior to support learning?
  • interpret data based on how an assessment is scored and what results it reports?

5.3 - Reviewing data, both individually and with colleagues, to monitor student learning

As teachers develop, they may ask, “How do I…” or “Why do I…”

  • review student assessment data with colleagues?
  • use assessment results to monitor my teaching and guide planning and instruction?
  • use assessment information to determine when and how to revisit content that has been taught?
  • use assessment data to eliminate gaps between students’ potential and their performance?
  • use assessment results to plan instruction to support English learners?
  • use assessment results to plan instruction to support students' IEPs?

5.4 - Using assessment data to establish learning goals and to plan, differentiate, and modify instruction

As teachers develop, they may ask, “How do I…” or “Why do I…”

  • draw upon assessment data to support development of learning goals?
  • review and revise learning goals with students over time?
  • ensure that student learning goals reflect key subject matter concepts, skills, and applications?
  • use informal assessments to adjust instruction while teaching?
  • use multiple sources of assessment to measure student progress and revise instructional plans?
  • work to differentiate goals and plans based on assessed needs of my diverse learners?
  • address the specific needs of English learners and students with special needs as I use assessments to inform my instruction?

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

As teachers develop, they may ask, “How do I…” or “Why do I…”

  • make assessment integral to the learning process?
  • make assessment an interactive process between teacher and student?
  • model self-assessment strategies for all students?
  • develop and use tools and guidelines that help all students assess their work and monitor their learning goals?
  • provide opportunities for all students to engage in peer discussion and reflection of their work?
  • provide opportunities for all students to demonstrate and reflect on their learning inside and outside of the classroom?

5.6 - Using available technologies to assist in assessment, analysis, and communication of student learning

As teachers develop, they may ask, “How do I…” or “Why do I…”

  • become familiar with and select technology resources that support assessment practices?
  • use technology to analyze student learning and inform instruction?
  • use appropriate technology resources to communicate students’ learning to students and their families?

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

As teachers develop, they may ask, “How do I…” or “Why do I…”

  • provide all students with information about their progress as they engage in learning activities?
  • initiate regular and timely contact with families and resource providers about student progress?
  • communicate assessment results to families in ways that are respectful and understandable?
  • provide families with ways to use assessment information at home to improve student learning?

Authoritative Starting Points

Last reviewed and extended July 31, 2026. Product names are examples only and do not constitute endorsement.