2.7 Assessment
Candidates model and facilitate the effective use of diagnostic, formative, and summative assessments to measure student learning and technology literacy, including the use of digital assessment tools and resources. (PSC 2.7/ISTE 2g)
Artifacts: Data Inventory
Reflection:
The Data Inventory was created for my ITEC 7305 Data Analysis and School Improvement course. The purpose of this inventory was to provide a summary of all the types of data available in my school. To create this document, I considered the different ways my school collects data, when it is collected, and how it is stored. In the Data Inventory, I also summarized how data is currently used, and I offer suggestions for ways it could be used more effectively. Additionally, the document includes other student-level data my school collects as well as data I would like to see my school begin collecting.
This artifact shows mastery of standard 2.7 by showing that I can look at diagnostic, formative, and summative assessments to measure student learning and technology literacy. In this artifact I looked at diagnostic, formative, and summative assessments that are given at my school as data sources. Some ways that we collect data are Milestones, Benchmarks, Star Math, Star Reading, Access, etc. After the collection of the data, we use it to measure student learning and technology literacy. When using assessments we use some digitals assessment tools and resources. We take the milestones online and we use computer based programs for ongoing data. Some of the digital data sources we use are Reading Academy, Mountain Math, and Study Island. Knowing the available data sources, their current uses, and their potential uses is a necessary step in moving forward with authentic assessment.
By completing this artifact, I learned that as a school we take a lot of assessments to gather data. However, in looking at the data we are collecting we are not using it effectively. In most cases the data is collected and stored in the student’s file and rarely shared with the teachers in a timely manner. In other cases the teachers are collecting the data but are not allowing students to see their data and make decisions off of the data. In completing this artifact I would complete this artifact at the beginning of the year or at the end of the year. Completing this artifact mid-year did not really allow me to implement some of the changes that I would like to share and implement with the data team at my school.
A data inventory can have impact on the students because it allows the school to see what ways they are collecting data and how they are using the data that they collect. This could start the discussion on how my school might more effectively use each piece of data to more authentically assess student learning. Moving forward with the next school year, I hope that we collaboratively analyze each of these data sources to help us make instructional decisions and more effectively meet the needs of diverse learners. This will certainly enhance student learning and will contribute to our professional development and overall school improvement. This can be assessed by the academic growth of students after this change is implemented.
The Data Inventory was created for my ITEC 7305 Data Analysis and School Improvement course. The purpose of this inventory was to provide a summary of all the types of data available in my school. To create this document, I considered the different ways my school collects data, when it is collected, and how it is stored. In the Data Inventory, I also summarized how data is currently used, and I offer suggestions for ways it could be used more effectively. Additionally, the document includes other student-level data my school collects as well as data I would like to see my school begin collecting.
This artifact shows mastery of standard 2.7 by showing that I can look at diagnostic, formative, and summative assessments to measure student learning and technology literacy. In this artifact I looked at diagnostic, formative, and summative assessments that are given at my school as data sources. Some ways that we collect data are Milestones, Benchmarks, Star Math, Star Reading, Access, etc. After the collection of the data, we use it to measure student learning and technology literacy. When using assessments we use some digitals assessment tools and resources. We take the milestones online and we use computer based programs for ongoing data. Some of the digital data sources we use are Reading Academy, Mountain Math, and Study Island. Knowing the available data sources, their current uses, and their potential uses is a necessary step in moving forward with authentic assessment.
By completing this artifact, I learned that as a school we take a lot of assessments to gather data. However, in looking at the data we are collecting we are not using it effectively. In most cases the data is collected and stored in the student’s file and rarely shared with the teachers in a timely manner. In other cases the teachers are collecting the data but are not allowing students to see their data and make decisions off of the data. In completing this artifact I would complete this artifact at the beginning of the year or at the end of the year. Completing this artifact mid-year did not really allow me to implement some of the changes that I would like to share and implement with the data team at my school.
A data inventory can have impact on the students because it allows the school to see what ways they are collecting data and how they are using the data that they collect. This could start the discussion on how my school might more effectively use each piece of data to more authentically assess student learning. Moving forward with the next school year, I hope that we collaboratively analyze each of these data sources to help us make instructional decisions and more effectively meet the needs of diverse learners. This will certainly enhance student learning and will contribute to our professional development and overall school improvement. This can be assessed by the academic growth of students after this change is implemented.