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:
During the spring of 2016, I took on the role of a Data Coach for the ITEC 7305- Data Analysis and School Improvement course, to create this Data Inventory for Dalton Middle School. This inventory includes a detailed list of all diagnostic, formative, and summative assessments and sources for data used to measure student learning and technology literacy within Dalton Middle school currently. For the data inventory I included the assessment, content area(s), dates of collection, students assessed, who has accessibility to results, and the current and more effective ways that the data can and should be used. I served as the sole creator of this inventory speaking with the administration and department chairs for the special education and English Language Learner (ELL) departments to determine the assessments used currently and the uses of the data.
In the creation of this artifact I first had to take the time to compile a list of all diagnostic, formative, and summative assessments used within the school to measure student learning and technology literacy. I began by first addressing the assessments given within my own classroom that I model and facilitate for my students and those that are given to all students such as end of year assessments from the state. I then collaborated with others in my school to determine any other diagnostic, formative, or summative assessments given to certain populations in the school such as those used for special education, ELL, or gifted students. After the list was compiled, I had to evaluate the effective use of each assessment and decide how the data from each was currently being used, and what needed to change to ensure that I was modeling and facilitating the most effective use of the data to transform student learning in the classroom. In addition to the general student learning being assessed, I also worked with the technology teachers to model the effective use of assessments they give to determine technology literacy within our students and discuss in depth what diagnostic, summative, and formative assessments should be facilitated in every classroom during the school year.
The completion of this artifact helped to open my eyes to all of the various assessments that are used within our middle school. The effective use of data in crucial for directing instruction and improving student learning and achievement. Taking the time to look closely at all of the many sources of data available and how they are being used was wonderful because it challenged me to evaluate if I was using the data available to me as effectively as possible. By learning about how other teachers and departments utilized the data available to them, I was able to learn new strategies and apply them to my own data-driven design process. If I were to recreate this artifact I would like to have spent additional time giving more of a detailed report about how the data was being used with specific examples and visuals so that it could be shared with others.
Through conversations with my administrators during the beginning phases of this data inventory, I discovered that as a school we did not currently have a list or inventory of all the various assessments given. The idea was one that they were interested in and asked that I share my final product with them. They then used this to help talk with different groups of teachers within the school to make them aware of all of the data resources available to them. This directly impacted faculty development, and assuming the teachers implement the effective use of some of these data sources in their planning, student learning as well. The impact can be assessed through the use of data by the teachers in their planning of next steps for the instruction in their classrooms and through classroom observations and conferences with the teachers about their use of data.
During the spring of 2016, I took on the role of a Data Coach for the ITEC 7305- Data Analysis and School Improvement course, to create this Data Inventory for Dalton Middle School. This inventory includes a detailed list of all diagnostic, formative, and summative assessments and sources for data used to measure student learning and technology literacy within Dalton Middle school currently. For the data inventory I included the assessment, content area(s), dates of collection, students assessed, who has accessibility to results, and the current and more effective ways that the data can and should be used. I served as the sole creator of this inventory speaking with the administration and department chairs for the special education and English Language Learner (ELL) departments to determine the assessments used currently and the uses of the data.
In the creation of this artifact I first had to take the time to compile a list of all diagnostic, formative, and summative assessments used within the school to measure student learning and technology literacy. I began by first addressing the assessments given within my own classroom that I model and facilitate for my students and those that are given to all students such as end of year assessments from the state. I then collaborated with others in my school to determine any other diagnostic, formative, or summative assessments given to certain populations in the school such as those used for special education, ELL, or gifted students. After the list was compiled, I had to evaluate the effective use of each assessment and decide how the data from each was currently being used, and what needed to change to ensure that I was modeling and facilitating the most effective use of the data to transform student learning in the classroom. In addition to the general student learning being assessed, I also worked with the technology teachers to model the effective use of assessments they give to determine technology literacy within our students and discuss in depth what diagnostic, summative, and formative assessments should be facilitated in every classroom during the school year.
The completion of this artifact helped to open my eyes to all of the various assessments that are used within our middle school. The effective use of data in crucial for directing instruction and improving student learning and achievement. Taking the time to look closely at all of the many sources of data available and how they are being used was wonderful because it challenged me to evaluate if I was using the data available to me as effectively as possible. By learning about how other teachers and departments utilized the data available to them, I was able to learn new strategies and apply them to my own data-driven design process. If I were to recreate this artifact I would like to have spent additional time giving more of a detailed report about how the data was being used with specific examples and visuals so that it could be shared with others.
Through conversations with my administrators during the beginning phases of this data inventory, I discovered that as a school we did not currently have a list or inventory of all the various assessments given. The idea was one that they were interested in and asked that I share my final product with them. They then used this to help talk with different groups of teachers within the school to make them aware of all of the data resources available to them. This directly impacted faculty development, and assuming the teachers implement the effective use of some of these data sources in their planning, student learning as well. The impact can be assessed through the use of data by the teachers in their planning of next steps for the instruction in their classrooms and through classroom observations and conferences with the teachers about their use of data.