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
I created a Data Inventory in ITEC 7305, Data Analysis and School Improvement. This inventory included all the major assessments the students at Adairsville Middle School take in any given year. This inventory includes assessments in grades 6 – 8 including gifted, SWD, ELL, and general education students. Also included in this inventory is a data “wish list” of other data sources I would like to see implemented within my school.
The Data Inventory demonstrates mastery of Standard 2.7, as through the compilation of these data sources, I was able to model and facilitate how AMS is currently using diagnostic, formative, and summative assessments, and provide ideas for improvement. After compiling the list of assessment types, I then spoke with several teachers in my building and studied how we were currently using the data and how we could improve usage to better measure student learning and technology literacy. Using the data provided by assessments given at AMS more effectively will help teachers provide improved lessons and will allow teachers to understand what support needs to be given to better serve the students at AMS.
Through the completion of this artifact, I learned a great deal about the types of data that can be collected through the multiple assessments we give our students. If used effectively, this data can serve to improve instruction and student learning tremendously. I always knew that we gave our students assessments, but I never realized the amount of data that comes from them. I often thought we used assessments to simply measure where students were regarding the state standards. Now I am more aware that these assessments can serve as so much more. This artifact could be improved if I spent a bit more time interviewing more teachers in my building. For example, I could speak one on one with the gifted coordinator to see all of the ways she uses data in the gifted program.
This artifact impacted school improvement by allowing me to learn the various ways we use assessments to collect data. By sharing my findings, I can help other teachers learn how to use data to improve instruction within their classes. Data collection can be used as a tool for providing professional development for the teachers in the building. Using assessment data will allow teachers to learn the best practices to improve student learning and performance. This can be assessed through test scores each year.
I created a Data Inventory in ITEC 7305, Data Analysis and School Improvement. This inventory included all the major assessments the students at Adairsville Middle School take in any given year. This inventory includes assessments in grades 6 – 8 including gifted, SWD, ELL, and general education students. Also included in this inventory is a data “wish list” of other data sources I would like to see implemented within my school.
The Data Inventory demonstrates mastery of Standard 2.7, as through the compilation of these data sources, I was able to model and facilitate how AMS is currently using diagnostic, formative, and summative assessments, and provide ideas for improvement. After compiling the list of assessment types, I then spoke with several teachers in my building and studied how we were currently using the data and how we could improve usage to better measure student learning and technology literacy. Using the data provided by assessments given at AMS more effectively will help teachers provide improved lessons and will allow teachers to understand what support needs to be given to better serve the students at AMS.
Through the completion of this artifact, I learned a great deal about the types of data that can be collected through the multiple assessments we give our students. If used effectively, this data can serve to improve instruction and student learning tremendously. I always knew that we gave our students assessments, but I never realized the amount of data that comes from them. I often thought we used assessments to simply measure where students were regarding the state standards. Now I am more aware that these assessments can serve as so much more. This artifact could be improved if I spent a bit more time interviewing more teachers in my building. For example, I could speak one on one with the gifted coordinator to see all of the ways she uses data in the gifted program.
This artifact impacted school improvement by allowing me to learn the various ways we use assessments to collect data. By sharing my findings, I can help other teachers learn how to use data to improve instruction within their classes. Data collection can be used as a tool for providing professional development for the teachers in the building. Using assessment data will allow teachers to learn the best practices to improve student learning and performance. This can be assessed through test scores each year.