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:
I selected The Data Inventory artifact which was created in ITEC 7305 to demonstrate mastery of standard 2.7. This is a collection of all current student data used by Harmony-Leland Elementary School. The Data Inventory includes school, district, and state assessments. The information presented within the data inventory was categorized into different sections which includes the data sources, content area, dates of collection, students assessed, accessibility, current use, and suggestions on more effective uses for each data source.
This Data Inventory demonstrates my ability to model and facilitate the effective use of diagnostic, formative, and summative assessments. Within the artifact are a variety of assessments given to students throughout the year at Harmony-Leland Elementary School. For example, Istation (Reading and Math) is used as a diagnostic assessment to help determine student learning abilities and aids in developing Individualized Education Plans (IEP) for several students. There are quarterly district assessments and common assessments such as the Math Inventory (MI) and the Reading Inventory (RI) that are used as formative assessments to guide differentiated instruction and creating small groups based on student-centered learning. Also, there is the End-of-Year assessment, the Georgia Milestones, which act as a summative assessment to determine the effectiveness of instructional strategies and provides information of student learning as determined by the proficiency expectation for the year.
After I collected and analyzed the data sources I met with the data team and presented my findings. I showed the team where I retrieved all the information and discussed how we could improve the use of the schools data. One of the main assessments discussed was Istation, this is a tool the students use daily and it is also used as a quarterly benchmark assessment. As the students complete lessons on this tool it then generates what skills they need to work on and also generates lessons for reteaching. One great thing about this artifact is that I was able to understand how digital assessment tools and resources can effectively measure student learning and technology literacy. Once students take their district assessment throughout the year, teachers can analyze the results and measure student learning by determining which students fall in the beginning, developing, proficient and distinguished level and provide a clearer picture to facilitate instructional strategies.
During the development of the data inventory, I learned about the many data sources that my school collects to support student learning, instructional practices and school improvement. This artifact taught me how to be intentional when looking at data. I had to focus on the purposes for each data source presented in the inventory, evaluate its effectiveness and recommend more effective practices for those sources. Additionally, I listed other student-level information that would greatly benefit the current uses of data at my school and provide supplementary assessment data like Imagine Learning and Lexia for ESOL students that would increase instructional success.
The completion of this data summary has shown me that it is helpful to know of all the tools there is to collect data within our school and how to put it on one sheet to analyze. I also realized after looking at the data that our school collects a lot of information on ELA and Math which is beneficial to monitoring and building academic skills for students to take important tests such as the Georgia Milestones exam. To improve the quality of this artifact I would seek more input from administration about the use of different data sources and what data sources they actually feel are beneficial to student readiness.
This data inventory impacted faculty development as the results of the data inventory was shared with the grade level team and teachers were able to discuss the data and its uses and how it could be used effectively in the future. Teachers were also able to make decisions on what data source was the most effective and plan how to use it with fidelity.
Reflection:
I selected The Data Inventory artifact which was created in ITEC 7305 to demonstrate mastery of standard 2.7. This is a collection of all current student data used by Harmony-Leland Elementary School. The Data Inventory includes school, district, and state assessments. The information presented within the data inventory was categorized into different sections which includes the data sources, content area, dates of collection, students assessed, accessibility, current use, and suggestions on more effective uses for each data source.
This Data Inventory demonstrates my ability to model and facilitate the effective use of diagnostic, formative, and summative assessments. Within the artifact are a variety of assessments given to students throughout the year at Harmony-Leland Elementary School. For example, Istation (Reading and Math) is used as a diagnostic assessment to help determine student learning abilities and aids in developing Individualized Education Plans (IEP) for several students. There are quarterly district assessments and common assessments such as the Math Inventory (MI) and the Reading Inventory (RI) that are used as formative assessments to guide differentiated instruction and creating small groups based on student-centered learning. Also, there is the End-of-Year assessment, the Georgia Milestones, which act as a summative assessment to determine the effectiveness of instructional strategies and provides information of student learning as determined by the proficiency expectation for the year.
After I collected and analyzed the data sources I met with the data team and presented my findings. I showed the team where I retrieved all the information and discussed how we could improve the use of the schools data. One of the main assessments discussed was Istation, this is a tool the students use daily and it is also used as a quarterly benchmark assessment. As the students complete lessons on this tool it then generates what skills they need to work on and also generates lessons for reteaching. One great thing about this artifact is that I was able to understand how digital assessment tools and resources can effectively measure student learning and technology literacy. Once students take their district assessment throughout the year, teachers can analyze the results and measure student learning by determining which students fall in the beginning, developing, proficient and distinguished level and provide a clearer picture to facilitate instructional strategies.
During the development of the data inventory, I learned about the many data sources that my school collects to support student learning, instructional practices and school improvement. This artifact taught me how to be intentional when looking at data. I had to focus on the purposes for each data source presented in the inventory, evaluate its effectiveness and recommend more effective practices for those sources. Additionally, I listed other student-level information that would greatly benefit the current uses of data at my school and provide supplementary assessment data like Imagine Learning and Lexia for ESOL students that would increase instructional success.
The completion of this data summary has shown me that it is helpful to know of all the tools there is to collect data within our school and how to put it on one sheet to analyze. I also realized after looking at the data that our school collects a lot of information on ELA and Math which is beneficial to monitoring and building academic skills for students to take important tests such as the Georgia Milestones exam. To improve the quality of this artifact I would seek more input from administration about the use of different data sources and what data sources they actually feel are beneficial to student readiness.
This data inventory impacted faculty development as the results of the data inventory was shared with the grade level team and teachers were able to discuss the data and its uses and how it could be used effectively in the future. Teachers were also able to make decisions on what data source was the most effective and plan how to use it with fidelity.