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)
Artifact: Data Inventory
Reflection:
The artifact “Data Inventory” was created in ITEC 7305 Data Analysis and School Improvement. This artifact was an inventory on all forms of data available at my high school at the present time. The inventory included the source, content area, dates of collection, students assessed, accessibility, current use, and recommendation for more effective use. I also detailed what other student-level information is currently being collected by my school, and I made a wish list of data I would like to see collected.
The element of Assessment under the Standard of Teaching, Learning, and Assessment was mastered with this artifact in several different ways. This artifact reveals my ability to model and facilitate the effective use of diagnostic, formative, and summative assessments. By examining where to find this information and how it is currently being utilized, I was able to make recommendations about a more effective use of the current data. This artifact also reveals my ability to use digital assessment tools and resources to measure student learning. A variety of data sources was examined, and many of these sources are done online through a testing portal. In terms of technology literacy, I found through this data inventory that our school does not conduct technology literacy testing. As a result, I will be recommending that we conduct a technology literacy assessment in December to provide this data.
While completing this artifact, I learned a great deal about the sometimes overwhelming number of data sources that are utilized by schools. As I researched what types of tests are conducted at our school, I was amazed by how much data is really available to us. However, a great deal of this data is not revealed to the school faculty as I believe that it could be overwhelming to many teachers. I would love to see this data available in a centralized location for teachers that wish to review it. If I could do anything differently on this artifact, I wish I could have done it during the school year as communication with my administration was necessarily hampered by summer vacations.
The work that went into creating this artifact will impact school improvement and student learning in a few ways. Student learning will be impacted as I am better informed about the variety of data sources available in our school, and I will be asking for more information on the results of these data collections this fall. By reviewing this information, I will gain more insight into exactly where our students, as a whole, are struggling. Through this insight, I can better tailor my instruction to address the revealed needs of my students. As student learning increases, school improvement will follow. Our big goals on school improvement at this time are to increase student literacy and test scores. These impacts can be assessed by evaluating Georgia High School Writing Test and End of Course Test scores.
The artifact “Data Inventory” was created in ITEC 7305 Data Analysis and School Improvement. This artifact was an inventory on all forms of data available at my high school at the present time. The inventory included the source, content area, dates of collection, students assessed, accessibility, current use, and recommendation for more effective use. I also detailed what other student-level information is currently being collected by my school, and I made a wish list of data I would like to see collected.
The element of Assessment under the Standard of Teaching, Learning, and Assessment was mastered with this artifact in several different ways. This artifact reveals my ability to model and facilitate the effective use of diagnostic, formative, and summative assessments. By examining where to find this information and how it is currently being utilized, I was able to make recommendations about a more effective use of the current data. This artifact also reveals my ability to use digital assessment tools and resources to measure student learning. A variety of data sources was examined, and many of these sources are done online through a testing portal. In terms of technology literacy, I found through this data inventory that our school does not conduct technology literacy testing. As a result, I will be recommending that we conduct a technology literacy assessment in December to provide this data.
While completing this artifact, I learned a great deal about the sometimes overwhelming number of data sources that are utilized by schools. As I researched what types of tests are conducted at our school, I was amazed by how much data is really available to us. However, a great deal of this data is not revealed to the school faculty as I believe that it could be overwhelming to many teachers. I would love to see this data available in a centralized location for teachers that wish to review it. If I could do anything differently on this artifact, I wish I could have done it during the school year as communication with my administration was necessarily hampered by summer vacations.
The work that went into creating this artifact will impact school improvement and student learning in a few ways. Student learning will be impacted as I am better informed about the variety of data sources available in our school, and I will be asking for more information on the results of these data collections this fall. By reviewing this information, I will gain more insight into exactly where our students, as a whole, are struggling. Through this insight, I can better tailor my instruction to address the revealed needs of my students. As student learning increases, school improvement will follow. Our big goals on school improvement at this time are to increase student literacy and test scores. These impacts can be assessed by evaluating Georgia High School Writing Test and End of Course Test scores.