Understanding and Using Assessments
No assessment tells the whole story. Sound practice matches the method to the question and combines evidence before drawing a conclusion about a learner.
The official Element
Element 5A: Teachers understand different assessment types and purposes and use multiple methods of assessing students to intentionally collect, analyze, and interpret information directed toward supporting each student’s achievement and well-being.
What this Element asks of an educator
No assessment tells the whole story. Sound practice matches the method to the question and combines evidence before drawing a conclusion about a learner.
Read together, these indicators ask educators to make understanding and using assessments visible in planning, teaching, student experience, and follow-through. The aim is not to display every indicator in every lesson, but to understand the full range of the Element and select a focused practice to develop with evidence.
Official Example Indicators—and an SDLA reading
The Commission presents Example Indicators as illustrations rather than a comprehensive or required checklist. Their sequence shows the breadth of this Element and gives teachers, mentors, and coaches a shared language for focused development.
Deepen and refine their knowledge and understanding of various…
Official indicator: Deepen and refine their knowledge and understanding of various performance tasks and assessments—diagnostic, formative, and summative—and focus on the information that these assessments provide, along with how it is used in their classroom, school, and district.
Administer assessments that fit specific purposes aligned to acquiring…
Official indicator: Administer assessments that fit specific purposes aligned to acquiring relevant and useful information about the knowledge, skills, abilities, and interests of individual students and student groups.
Informally assess students’ application of academic and social–emotional content…
Official indicator: Informally assess students’ application of academic and social–emotional content and skills, based on consistent interactions with students.
Incorporate developmentally appropriate student self-assessment
Official indicator: Incorporate developmentally appropriate student self-assessment, using supports, (e.g., reflections, rubrics, graphic organizers, learning targets, and success criteria) to guide students.
Use bias-free and culturally and linguistically responsive assessments that…
Official indicator: Use bias-free and culturally and linguistically responsive assessments that best help students reach learning and social–emotional goals.
Support student agency by providing options for students to…
Official indicator: Support student agency by providing options for students to demonstrate their understanding of pre-K–12 standards and subject matter.
Developing the practice
Match evidence to purpose
Choose an assessment approach that can answer the question without claiming more certainty than it provides.
Interpret in context
Combine sources, examine student work, disaggregate appropriately, and look for missing information or task effects.
Use information with learners
Return understandable feedback, involve students and families, and connect evidence with a realistic next action.
Evidence worth noticing
- an assessment plan naming purpose, method, access, and intended decision
- student work examined alongside scores, observations, or dashboard patterns
- records of feedback, reteaching, regrouping, extension, or resource changes
- student and family participation in interpreting evidence and setting next steps
Evidence caution: No single artifact proves accomplished practice. Interpret evidence in context, center student experience and learning, use multiple sources, and avoid collecting identifiable information that is not necessary.
A pinch of data integration and digital learning
Digital systems can organize information, improve access, coordinate work, or shorten a feedback loop. They are valuable only when the educator can explain the human decision they support, the information they require, and how privacy, accessibility, equity, and professional responsibility are protected.
Types of student assessment
Clarify what different assessment forms can and cannot tell an educator.
Questions for reflection and coaching
- Where is understanding and using assessments already visible in my practice, and what evidence supports that judgment?
- Which students experience the current approach differently from the way I intend?
- Which official indicator names the most important next area for growth?
- What is one affordable, manageable adjustment I can test, and what will I look for afterward?
- Whose perspective—student, family, colleague, specialist, or community partner—would improve the next decision?
Continuum of Teaching Practice: Element 5A
This Element-specific continuum describes how practice develops from Emerging through Innovating. Compare the teacher-practice descriptions with the related evidence in students’ experience, then identify a current strength and a purposeful next step.
How to understand and use this continuum for professional growth
- Begin at Emerging and read across. Practices described at earlier levels carry forward even when they are not repeated.
- Use evidence gathered over time to identify the description that most closely reflects current practice.
- A teacher may be at different levels in different Elements, regardless of years in the profession.
- Changes in students, content, grade level, school, or responsibilities may appropriately shift practice in either direction.
- Use the continuum for reflection and goal setting, not as a stand-alone observation or evaluation instrument.
Select a level to expand it. Select it again to return to the full comparison.
Teacher practice
The teacher develops basic knowledge of assessment types, administers required assessments, and provides feedback to students.
Evidence in student experience
Teacher practice
The teacher expands the use of performance tasks, aligns assessments to learning outcomes, and informally assesses academic and social–emotional skills.
Evidence in student experience
Students receive information on knowledge, skills, abilities, and interests.
Teacher practice
The teacher uses multiple aligned methods to assess individual and group learning, incorporates student self-assessment, and selects bias-free, equitable, and culturally and linguistically responsive assessments.
Evidence in student experience
Students self-assess using supports.
Students have options to demonstrate understanding.
Teacher practice
The teacher strategically designs assessments for comprehensive data, empowers student self-assessment, and consistently selects equitable and unbiased assessments responsive to all students' needs.
Evidence in student experience
Students skillfully self-assess and demonstrate learning in diverse ways.
Teacher practice
The teacher collaborates in schoolwide assessment design and refinement.
The teacher implements innovative strategies for deeper insights.
The teacher models effective use of self-assessment and student agency.
The teacher advocates for bias-free, equitable, and culturally and linguistically responsive assessments.
Evidence in student experience
Students are empowered to be partners in assessment.
Students have a voice and choice in innovative assessment methods.
Students engage in highly effective self-assessments.
Source and attribution: Continuum language reproduced from the California Commission on Teacher Credentialing, Continuum of Teaching Practice (2025), aligned with the California Standards for the Teaching Profession (2024). This publication by the Commission on Teacher Credentialing is not copyright. It may be reproduced in the public interest, but proper attribution is requested.