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:
Standard 2.7: Assessment
The Data Inventory was created for the Data Analysis and School Improvement course. The purpose of the assignment was to compile a summary of all the types of data available within my school. The Data Overview documents all of the active assessments at a school to make known the various points of assessment data collection within the school. Included in the artifact are a high number of digital assessments solutions actively used by Buford Elementary School. Also, documented in the Data Overview are traditional paper and pencil student-level data like writing samples. A variety of data was outlined as a result of the Data Overview thus creating a comprehensive look at the many points of data generation within the school.
The artifact demonstrates my mastery of the Assessment standard. Through the completion of the Data Overview, I effectively demonstrated my ability to model and facilitate the effective use of diagnostic, formative, and summative assessments by researching and determining all of the sources of assessment data within the school. Further, mastery of the Assessment standard can be seen within the artifact as a number of more effective uses of assessment data are outlined specifically in the Data Inventory. The task of researching the school’s many and varied assessments uncovered a wide array of resources used to measure student learning and technology literacy. Among the documented diagnostic, formative, and summative assessments were the STAR benchmark tests, many online-based RTI interventions, and analog assessments like student writing samples. By uncovering all of the data generating assessments, data management programs, and where the data is housed at BES in the overview, a clearer picture of current and future data usages of BES was realized.
I learned a great deal while completing the Data Overview. The companion project to the Data Overview, the Instructional Initiatives project, helped a great deal in regards to identifying possible areas where assessments and data could be found. If I were to revisit the Data Overview process, I would definitely take a hard look at Response to Intervention data as well. What was and is astonishing to me is the sheer number of initiatives and assessments actively in use each school year. The inclusion of RTI data in a Data Overview could’ve provided additional and specific drilled down data and that might’ve been a missed opportunity. The Overall, the Data Analysis and School Improvement course really impressed upon me the importance of listening to what the data can tell you. Unanalyzed assessment data is a wasted opportunity to gain a deeper understanding of the effectiveness of a school’s many initiatives and assessments. The task of compiling the Data Overview and analyzing data systems was directly in line with knowledge, skills and dispositions required of an instructional technology professional and data leader. I feel that through the completion of the Data Overview, I have effectively demonstrated my mastery of the Assessment Standard. Further, the impact of this Data Overview will be realized and assessed this coming July when the BES leadership team convenes to prepare for the 2016-2017 school year. It is my intention to bring the Data Inventory to the committee to determine the course for the coming school year.
Standard 2.7: Assessment
The Data Inventory was created for the Data Analysis and School Improvement course. The purpose of the assignment was to compile a summary of all the types of data available within my school. The Data Overview documents all of the active assessments at a school to make known the various points of assessment data collection within the school. Included in the artifact are a high number of digital assessments solutions actively used by Buford Elementary School. Also, documented in the Data Overview are traditional paper and pencil student-level data like writing samples. A variety of data was outlined as a result of the Data Overview thus creating a comprehensive look at the many points of data generation within the school.
The artifact demonstrates my mastery of the Assessment standard. Through the completion of the Data Overview, I effectively demonstrated my ability to model and facilitate the effective use of diagnostic, formative, and summative assessments by researching and determining all of the sources of assessment data within the school. Further, mastery of the Assessment standard can be seen within the artifact as a number of more effective uses of assessment data are outlined specifically in the Data Inventory. The task of researching the school’s many and varied assessments uncovered a wide array of resources used to measure student learning and technology literacy. Among the documented diagnostic, formative, and summative assessments were the STAR benchmark tests, many online-based RTI interventions, and analog assessments like student writing samples. By uncovering all of the data generating assessments, data management programs, and where the data is housed at BES in the overview, a clearer picture of current and future data usages of BES was realized.
I learned a great deal while completing the Data Overview. The companion project to the Data Overview, the Instructional Initiatives project, helped a great deal in regards to identifying possible areas where assessments and data could be found. If I were to revisit the Data Overview process, I would definitely take a hard look at Response to Intervention data as well. What was and is astonishing to me is the sheer number of initiatives and assessments actively in use each school year. The inclusion of RTI data in a Data Overview could’ve provided additional and specific drilled down data and that might’ve been a missed opportunity. The Overall, the Data Analysis and School Improvement course really impressed upon me the importance of listening to what the data can tell you. Unanalyzed assessment data is a wasted opportunity to gain a deeper understanding of the effectiveness of a school’s many initiatives and assessments. The task of compiling the Data Overview and analyzing data systems was directly in line with knowledge, skills and dispositions required of an instructional technology professional and data leader. I feel that through the completion of the Data Overview, I have effectively demonstrated my mastery of the Assessment Standard. Further, the impact of this Data Overview will be realized and assessed this coming July when the BES leadership team convenes to prepare for the 2016-2017 school year. It is my intention to bring the Data Inventory to the committee to determine the course for the coming school year.