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 Data Inventory was created during ITEC 7305, Data Analysis and School Improvement course, in the fall of 2020. This artifact challenged me to create a summary of all the types of available data within my school, including student-level information that is collected, and additional assessments that I might like to see used. The assignment was completed individually but I did use feedback GHS administration and peer input/brainstorming. The product ended up being an extensive list of assessments and available data used at GHS.
Standard 2.7 establishes candidate expectations to model and facilitate the effective use of diagnostic, formative, and summative assessments to measure student learning and technology literacy. In creating the data inventory, I first started with state and district mandated assessments, surveys, and sources for data collection, and then I included school-wide collection sources. Last, I looked at content area/team assessments and diagnostic, formative and summative assessments that I model and facilitate use of within my own classroom to measure student learning and technology literacy. For example, I collaborate weekly with other teachers and administrators to collect and analyze data to inform mathematics instruction. For example, our school piloted UGA’s Georgia Center for Assessments program to assist with diagnostic and formative assessments within all content areas during the 2019-2020 school year. We also used other common formative and summative assessments to collect and analyze data. With regards to measuring technology literacy, this was conducted through observations within the classroom during the use of digital tools and resources. For example, in Mathematics, we sometimes need to model the use of a web resource (such as GCA, Google Suite Products, DeltaMath, etc) to help students become familiar with it- this must be done to ensure the integrity of technology-acquired data from assessments. In creating the Data Inventory, descriptions of assessments are given, content areas assessed, and current use of the data, which describe how data is used to measure student learning.
Through the development of the Data Inventory, I was able to assume the role of a data coach in organizing a list that outlines our school’s approach to assessment and data collection. This artifact provided insight from a leadership perspective and helped me realize the multitude of data sources that we use to inform school strategic plans and instructional activities. I also learned to evaluate more effective uses of data that is collected and to relay this information to team members and other stakeholders. If I were to change one thing about the artifact, it would be to include collaborators and be more specific by naming specific data sources that are used. This would make a nice coach’s project during professional development when teachers from all content areas could contribute to the Data Inventory.
The work that went in to creating the artifact impacted school improvement and faculty development. The Data Inventory provided the administration with a collective list of all the assessment practices and current uses of the data from those assessments. It also explored more effective uses and potential additional sources for data. The Data Inventory also provide faculty development by informing them of available sources and uses for it. The impact of this artifact could be assessed through faculty and administrative surveys to evaluate previous and new usage of data resources. The improvement in usage should also have a consequential impact on student learning.
The Data Inventory was created during ITEC 7305, Data Analysis and School Improvement course, in the fall of 2020. This artifact challenged me to create a summary of all the types of available data within my school, including student-level information that is collected, and additional assessments that I might like to see used. The assignment was completed individually but I did use feedback GHS administration and peer input/brainstorming. The product ended up being an extensive list of assessments and available data used at GHS.
Standard 2.7 establishes candidate expectations to model and facilitate the effective use of diagnostic, formative, and summative assessments to measure student learning and technology literacy. In creating the data inventory, I first started with state and district mandated assessments, surveys, and sources for data collection, and then I included school-wide collection sources. Last, I looked at content area/team assessments and diagnostic, formative and summative assessments that I model and facilitate use of within my own classroom to measure student learning and technology literacy. For example, I collaborate weekly with other teachers and administrators to collect and analyze data to inform mathematics instruction. For example, our school piloted UGA’s Georgia Center for Assessments program to assist with diagnostic and formative assessments within all content areas during the 2019-2020 school year. We also used other common formative and summative assessments to collect and analyze data. With regards to measuring technology literacy, this was conducted through observations within the classroom during the use of digital tools and resources. For example, in Mathematics, we sometimes need to model the use of a web resource (such as GCA, Google Suite Products, DeltaMath, etc) to help students become familiar with it- this must be done to ensure the integrity of technology-acquired data from assessments. In creating the Data Inventory, descriptions of assessments are given, content areas assessed, and current use of the data, which describe how data is used to measure student learning.
Through the development of the Data Inventory, I was able to assume the role of a data coach in organizing a list that outlines our school’s approach to assessment and data collection. This artifact provided insight from a leadership perspective and helped me realize the multitude of data sources that we use to inform school strategic plans and instructional activities. I also learned to evaluate more effective uses of data that is collected and to relay this information to team members and other stakeholders. If I were to change one thing about the artifact, it would be to include collaborators and be more specific by naming specific data sources that are used. This would make a nice coach’s project during professional development when teachers from all content areas could contribute to the Data Inventory.
The work that went in to creating the artifact impacted school improvement and faculty development. The Data Inventory provided the administration with a collective list of all the assessment practices and current uses of the data from those assessments. It also explored more effective uses and potential additional sources for data. The Data Inventory also provide faculty development by informing them of available sources and uses for it. The impact of this artifact could be assessed through faculty and administrative surveys to evaluate previous and new usage of data resources. The improvement in usage should also have a consequential impact on student learning.