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 purpose of the data inventory was to analyze the different assessments used to track student achievement. Although the artifact was created as an individual assignment, I collaborated with the administration and data team at my school during the process. The document includes the data sources currently used at the school, the content area being assessed, dates of collection, grade levels or subgroups of students being assessed, accessibility, current data use, and suggestions for more effective use of the different sources.
As a part of the school improvement plan, a data inventory is required and completed through one of the school’s Professional Learning Communities. As one of the leaders in the school, I modeled and facilitated the effective use of data collection of assessments in various and multiple ways. I helped administer and collect data on most of the assessments listed as well as model and facilitate the use and effectiveness of the assessments through documents like the data inventory. I modeled and facilitated diagnostic assessments such as DIBELS, AimsWeb, the NNAT2, and SRI as well as analyzed their effectiveness through the data inventory. Formative assessments, such as benchmarks, unit assessments, and writing examples through Writing to Win were also collected and analyzed by grade levels and the data analysis team. Summative assessments, like the Georgia Milestones and SLO assessments, were also analyzed through a collaborative partnership during multiple data team meetings. Demographic data is measured and analyzed for each of the assessments on the data inventory as well, in order to diagnose possible weaknesses and to identify trends.
Many of the assessments used are available and collected through digital resources. This school year, the entire system shifted to online gifted testing; because I was the gifted coordinator, I was responsible for showing the need of digital assessments in the area of identifying gifted students. The data inventory assisted me in accomplishing this task. When it was approved, I was responsible for the execution of modeling and facilitating other teachers during the shift to using digital assessments for the purpose of identifying gifted students. Since the collection of the data inventory, a need was found in the area of digital citizenship and the measuring of technology literacy. Because the need was identified, the school worked to get digital citizenship certified and is now collecting data to support the use and effectiveness of technology literacy within the school.
I learned the importance of constant analyzation of assessments while completing this artifact. There needs to be a variety of assessments that include diagnostic, formative, and summative information in order to understand the student population in a deeper way. This assignment allowed me to take a snapshot of where we were as a school and determine what we needed to change and improve about the assessments. If I were to improve this artifact, I would update the information as many of the assessments have changed; I would also include if the assessments are administered digitally or through paper/pencil.
Creating the artifact impacted school improvement by locating the need for digital citizenship, in order to increase technology literacy for both teachers and students. Faculty development was improved through the analysis of the data and learning what assessments to keep in order to learn the most possible about our students. The impact of the assessments can be measured through the data collected as well as through the improvements made of the given assessments, such as using digital versions of them if available and if funding allows.
The purpose of the data inventory was to analyze the different assessments used to track student achievement. Although the artifact was created as an individual assignment, I collaborated with the administration and data team at my school during the process. The document includes the data sources currently used at the school, the content area being assessed, dates of collection, grade levels or subgroups of students being assessed, accessibility, current data use, and suggestions for more effective use of the different sources.
As a part of the school improvement plan, a data inventory is required and completed through one of the school’s Professional Learning Communities. As one of the leaders in the school, I modeled and facilitated the effective use of data collection of assessments in various and multiple ways. I helped administer and collect data on most of the assessments listed as well as model and facilitate the use and effectiveness of the assessments through documents like the data inventory. I modeled and facilitated diagnostic assessments such as DIBELS, AimsWeb, the NNAT2, and SRI as well as analyzed their effectiveness through the data inventory. Formative assessments, such as benchmarks, unit assessments, and writing examples through Writing to Win were also collected and analyzed by grade levels and the data analysis team. Summative assessments, like the Georgia Milestones and SLO assessments, were also analyzed through a collaborative partnership during multiple data team meetings. Demographic data is measured and analyzed for each of the assessments on the data inventory as well, in order to diagnose possible weaknesses and to identify trends.
Many of the assessments used are available and collected through digital resources. This school year, the entire system shifted to online gifted testing; because I was the gifted coordinator, I was responsible for showing the need of digital assessments in the area of identifying gifted students. The data inventory assisted me in accomplishing this task. When it was approved, I was responsible for the execution of modeling and facilitating other teachers during the shift to using digital assessments for the purpose of identifying gifted students. Since the collection of the data inventory, a need was found in the area of digital citizenship and the measuring of technology literacy. Because the need was identified, the school worked to get digital citizenship certified and is now collecting data to support the use and effectiveness of technology literacy within the school.
I learned the importance of constant analyzation of assessments while completing this artifact. There needs to be a variety of assessments that include diagnostic, formative, and summative information in order to understand the student population in a deeper way. This assignment allowed me to take a snapshot of where we were as a school and determine what we needed to change and improve about the assessments. If I were to improve this artifact, I would update the information as many of the assessments have changed; I would also include if the assessments are administered digitally or through paper/pencil.
Creating the artifact impacted school improvement by locating the need for digital citizenship, in order to increase technology literacy for both teachers and students. Faculty development was improved through the analysis of the data and learning what assessments to keep in order to learn the most possible about our students. The impact of the assessments can be measured through the data collected as well as through the improvements made of the given assessments, such as using digital versions of them if available and if funding allows.