Standard 2.8 Data Analysis
Candidates model and facilitate the effective use of digital tools and resources to systematically collect and analyze student achievement data, interpret results, communicate findings, and implement appropriate interventions to improve instructional practice and maximize student learning. (ISTE 2h)
Artifact:
Reflection:
ITEC 7305 Data Overview
I chose to complete the Data Overview artifact to review the 8th-grade mathematics End-of-Grades Georgia Milestone Assessment performance data. I also reviewed the demographic data for the past three years. Once I reviewed the data, I identified possible causes for low achievement among 8th-grade mathematics students. I also suggested strategies to use to improve low achievement areas among all 8th-grade students.
To complete the Data Overview, I had to review the assessment and demographic data from the last three years. Since my school is an alternative program, the student's state-mandated assessments scores are recorded with their home-based schools, and demographic data as well. I decided to complete my Data Overview project using data from Waycross Middle School. We have students from Waycross Middle School that become students of the Learning Center, where I teach mathematics. I also completed my student teaching at Waycross Middle and thought it would be best to complete the Data Overview using their data. During the Data Overview process, I reviewed and compared data over the past three years from Waycross Middle, our local school district, and the state of Georgia. I used a variety of resources to gather data and information to complete this project.
I looked for trends over the past three years over assessment high and low achievement areas and student attendance. I looked at the data to gain an understanding of the sub-areas the 8th-grade math students have strengths in, and the areas needing improvement. Next, I assessed our curriculum and program that we use to teach the math students to measure that we are using resources and tools that aligns with the state standards. The data overview also helped me gain an understanding of the student and staff ethnicities. Also, I looked at the teachers that were employed at Waycross Middle for the past three years’ data; and if that affected the student assessment performance.
Overall, I learned how to complete a Data Overview to gain an understanding of the trends that occurs in the student assessment and demographic data. After reviewing the data, I can make suggestions for low achievement areas so that students begin to improve in those areas. I also learned that the change in administrators and teachers could affect the assessment data for student achievement and performance. Also, student enrollment and attendance can play a role in student achievement.
Although this Data Overview was completed as an assignment, it had an impact on my professional practice. I have learned how to review data and look for trends of student performance effectively. I have learned to make suggestions and use different strategies in my pedagogical practices to help students learn and show improvement in areas of weakness.
ITEC 7305 Data Overview
I chose to complete the Data Overview artifact to review the 8th-grade mathematics End-of-Grades Georgia Milestone Assessment performance data. I also reviewed the demographic data for the past three years. Once I reviewed the data, I identified possible causes for low achievement among 8th-grade mathematics students. I also suggested strategies to use to improve low achievement areas among all 8th-grade students.
To complete the Data Overview, I had to review the assessment and demographic data from the last three years. Since my school is an alternative program, the student's state-mandated assessments scores are recorded with their home-based schools, and demographic data as well. I decided to complete my Data Overview project using data from Waycross Middle School. We have students from Waycross Middle School that become students of the Learning Center, where I teach mathematics. I also completed my student teaching at Waycross Middle and thought it would be best to complete the Data Overview using their data. During the Data Overview process, I reviewed and compared data over the past three years from Waycross Middle, our local school district, and the state of Georgia. I used a variety of resources to gather data and information to complete this project.
I looked for trends over the past three years over assessment high and low achievement areas and student attendance. I looked at the data to gain an understanding of the sub-areas the 8th-grade math students have strengths in, and the areas needing improvement. Next, I assessed our curriculum and program that we use to teach the math students to measure that we are using resources and tools that aligns with the state standards. The data overview also helped me gain an understanding of the student and staff ethnicities. Also, I looked at the teachers that were employed at Waycross Middle for the past three years’ data; and if that affected the student assessment performance.
Overall, I learned how to complete a Data Overview to gain an understanding of the trends that occurs in the student assessment and demographic data. After reviewing the data, I can make suggestions for low achievement areas so that students begin to improve in those areas. I also learned that the change in administrators and teachers could affect the assessment data for student achievement and performance. Also, student enrollment and attendance can play a role in student achievement.
Although this Data Overview was completed as an assignment, it had an impact on my professional practice. I have learned how to review data and look for trends of student performance effectively. I have learned to make suggestions and use different strategies in my pedagogical practices to help students learn and show improvement in areas of weakness.