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 completed to provide a summary of all types of data available in the school, especially as related to assessments. The inventory also includes student-level information that is collected and other types of data I would like to see the school to begin collecting. The data for the inventory was collected during the summer so it included the most updated data from spring testing. I created this data inventory independently with input from the testing coordinator administrator and the principal to help gather data sources and compile a wish list of data the school could begin collecting.
Standard 2.7 sets the foundation for the modeling and facilitating of different types of assessments to measure student learning and technology literacy by the candidate. This artifact demonstrates my ability to gather data and compile a data inventory that gathers all available assessment data used to measure student learning into a common document. This data inventory models the appropriate listing of all available assessment data of students at Lassiter high school regarding student learning and technology literacy. In addition, the data inventory includes a model of student-level information. The completion of the data inventory also demonstrates my ability to model a wish list of other necessary technology that would be required to achieve a more complete picture of student data at the school.
Through the data inventory, I had to gather all data through formative and diagnostic assessments and facilitate a more complete picture of all the data available in the school. Additionally, I had to facilitate an inventory that was more cohesive and gathered all important data sources to determine student learning and technology literacy. The wish list of data facilitates additional conversation amongst administration and teachers regarding what data is necessary in the future to have more thorough data to examine and apply to facilitate school changes as needed. A summative assessment to measure student learning and technology literacy would also be an additional resource to use in this facilitation of school changes.
Completing the data inventory was an eye-opening experience for me. I knew there were countless pieces of data we used at the school to complete analyses and make decisions, but I did not really think about how many pieces of assessment data we actually gather and analyze each year regarding student performance. I also learned where to find the student-level data and how to analyze current data analysis methods to look for gaps and potential for new data gathering sources in the future. If I did this data analysis again, I would first and foremost want to complete this data inventory during the school year. Only two administrators were able to be accessed to help me collect data, but I would have liked to have had the input of other teachers as well. Had I had teacher input, I think the data inventory would have been more complete and not so focused on large impact assessments.
Overall the data inventory did have an impact on school improvement in a minor way. Administrators were able to contribute to the creation of the wish list which opened discussion about what steps would need to be taken to start collecting the data of some of these wish list items. More school impact in the future would result from sharing data with other teachers. Because the data inventory focused on student data, future focus on the data analysis could also impact student performance on assessments as data is constantly collected and analyzed.
The data inventory was completed to provide a summary of all types of data available in the school, especially as related to assessments. The inventory also includes student-level information that is collected and other types of data I would like to see the school to begin collecting. The data for the inventory was collected during the summer so it included the most updated data from spring testing. I created this data inventory independently with input from the testing coordinator administrator and the principal to help gather data sources and compile a wish list of data the school could begin collecting.
Standard 2.7 sets the foundation for the modeling and facilitating of different types of assessments to measure student learning and technology literacy by the candidate. This artifact demonstrates my ability to gather data and compile a data inventory that gathers all available assessment data used to measure student learning into a common document. This data inventory models the appropriate listing of all available assessment data of students at Lassiter high school regarding student learning and technology literacy. In addition, the data inventory includes a model of student-level information. The completion of the data inventory also demonstrates my ability to model a wish list of other necessary technology that would be required to achieve a more complete picture of student data at the school.
Through the data inventory, I had to gather all data through formative and diagnostic assessments and facilitate a more complete picture of all the data available in the school. Additionally, I had to facilitate an inventory that was more cohesive and gathered all important data sources to determine student learning and technology literacy. The wish list of data facilitates additional conversation amongst administration and teachers regarding what data is necessary in the future to have more thorough data to examine and apply to facilitate school changes as needed. A summative assessment to measure student learning and technology literacy would also be an additional resource to use in this facilitation of school changes.
Completing the data inventory was an eye-opening experience for me. I knew there were countless pieces of data we used at the school to complete analyses and make decisions, but I did not really think about how many pieces of assessment data we actually gather and analyze each year regarding student performance. I also learned where to find the student-level data and how to analyze current data analysis methods to look for gaps and potential for new data gathering sources in the future. If I did this data analysis again, I would first and foremost want to complete this data inventory during the school year. Only two administrators were able to be accessed to help me collect data, but I would have liked to have had the input of other teachers as well. Had I had teacher input, I think the data inventory would have been more complete and not so focused on large impact assessments.
Overall the data inventory did have an impact on school improvement in a minor way. Administrators were able to contribute to the creation of the wish list which opened discussion about what steps would need to be taken to start collecting the data of some of these wish list items. More school impact in the future would result from sharing data with other teachers. Because the data inventory focused on student data, future focus on the data analysis could also impact student performance on assessments as data is constantly collected and analyzed.