Standard 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:
Reflection:
ITEC 7305 Data Inventory
The Data Inventory artifact was completed to help me achieve an inventory over data sources that my school, Ware Learning Center, uses to assess and measure student learning effectively. During the completion of this Data Inventory, I took a list of the data sources used to evaluate students by diagnostics, formative, and summative assessing students. I also inventoried a list of other student information that my school collects for student data that is non-assessments. Lastly, I included types of assessment data that I would like for my school to utilize to collect data and use to improve instruction.
To begin my Data Inventory, I listed the types of assessments that we use at my school to gather student data. Once I gathered my list of evaluations, I analyzed each data source by listing the content areas the data source was used to assess and measure student learning and technology literacy. Next, I listed the dates of collection for each data source and those that have accessibility to the results of the sources. Then, I discussed how the teachers use the data to analyze student data and its more effective use.
One of the data sources that my school uses to assess and measure student learning in the district writing assessment. The content areas that provide students with a writing assessment from our school district is mathematics and English Language Arts. This assessment is administered during December to all sixth, seventh, and eighth-grade students. The teachers use the results to determine areas of student’s weaknesses. The effective use of the district writing assessment is to discuss student scores and create a plan to show improvement with answering short-constructive responses related to a prompt, specific question, or problem.
I learned throughout the completion of this artifact to take a list of each data that I use to assess students and gather pertinent information with, to identify how my school collects data and how the data can be used to improve learning. I feel that it is essential to complete a data inventory yearly and to stay knowledgeable of other effective data sources that can be used to measure student learning and technology literacy. However, I also learned about another assessment source I would like to use to measure student learning in math; which is the math skills assessment to identify levels of proficiency. It is imperative to analyze the data sources that I use at the teacher level to make sure I am using the most effective assessment tools to measure student learning. It is also vital to analyze student data and look for trends and discrepancies to create a plan for student improvement. With the use of various data sources, teachers can assess students learning by providing students with a diagnostic test. Additionally, formative assessments should be administered to measure student learning before giving a summative assessment to understand the student’s areas of strengths and weaknesses. It is essential to know the student’s areas of strengths and weakness, so we, as teachers, can adjust our instruction for the improvement of student learning.
In conclusion of the data inventory artifact, although it cannot be assessed, it has had a significant impact on my professional growth. I have taken more of a conscious effort to make sure I am providing student assessments that will allow students to demonstrate their learning creatively and effectively. With the student assessment results, I have been analyzing my data to understand what skills the students have mastered in math and what areas they need to show improvement. Once I have the areas needing improvement, I then create a plan to improve instruction and student learning.
ITEC 7305 Data Inventory
The Data Inventory artifact was completed to help me achieve an inventory over data sources that my school, Ware Learning Center, uses to assess and measure student learning effectively. During the completion of this Data Inventory, I took a list of the data sources used to evaluate students by diagnostics, formative, and summative assessing students. I also inventoried a list of other student information that my school collects for student data that is non-assessments. Lastly, I included types of assessment data that I would like for my school to utilize to collect data and use to improve instruction.
To begin my Data Inventory, I listed the types of assessments that we use at my school to gather student data. Once I gathered my list of evaluations, I analyzed each data source by listing the content areas the data source was used to assess and measure student learning and technology literacy. Next, I listed the dates of collection for each data source and those that have accessibility to the results of the sources. Then, I discussed how the teachers use the data to analyze student data and its more effective use.
One of the data sources that my school uses to assess and measure student learning in the district writing assessment. The content areas that provide students with a writing assessment from our school district is mathematics and English Language Arts. This assessment is administered during December to all sixth, seventh, and eighth-grade students. The teachers use the results to determine areas of student’s weaknesses. The effective use of the district writing assessment is to discuss student scores and create a plan to show improvement with answering short-constructive responses related to a prompt, specific question, or problem.
I learned throughout the completion of this artifact to take a list of each data that I use to assess students and gather pertinent information with, to identify how my school collects data and how the data can be used to improve learning. I feel that it is essential to complete a data inventory yearly and to stay knowledgeable of other effective data sources that can be used to measure student learning and technology literacy. However, I also learned about another assessment source I would like to use to measure student learning in math; which is the math skills assessment to identify levels of proficiency. It is imperative to analyze the data sources that I use at the teacher level to make sure I am using the most effective assessment tools to measure student learning. It is also vital to analyze student data and look for trends and discrepancies to create a plan for student improvement. With the use of various data sources, teachers can assess students learning by providing students with a diagnostic test. Additionally, formative assessments should be administered to measure student learning before giving a summative assessment to understand the student’s areas of strengths and weaknesses. It is essential to know the student’s areas of strengths and weakness, so we, as teachers, can adjust our instruction for the improvement of student learning.
In conclusion of the data inventory artifact, although it cannot be assessed, it has had a significant impact on my professional growth. I have taken more of a conscious effort to make sure I am providing student assessments that will allow students to demonstrate their learning creatively and effectively. With the student assessment results, I have been analyzing my data to understand what skills the students have mastered in math and what areas they need to show improvement. Once I have the areas needing improvement, I then create a plan to improve instruction and student learning.