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)
The Data Inventory artifact was created for the Data Analysis ITEC 7305 course. The purpose of this artifact was to analyze and assess the different tools from which my school and district assess the students, what types of data is included, and how the data from these tools is collected, analyzed and for what purpose the data is gathered. My individual contribution was the research and collection from state, district and school data and a summary of all the assessment data related to student achievement. I compiled and analyzed a list of data collection from all the sources, content areas, dates of the assessments, what level students are assessed, who administers the assessment, how the data is used, and facilitation from me on how to utilize this information more effectively. I also developed this artifact to facilitate the delivery of the findings of the data to staff in a comprehensive way.
This artifact demonstrates mastery of this standard because it shows my ability to model and facilitate an in-depth inventory of the effectiveness of the diagnostic assessments, formative and summative assessments at my school by interpreting all digital assessment tools and resources used to measure student learning, as well as technology literacy in the students. Tools such as the Reading Inventory, Achieve 3000 and the Milestones End of Course tests administered are part of the extensive list of digital assessment tools that I examined. This artifact also demonstrates mastery of this standard because it demonstrates my ability to use the digital assessment tools to measure student learning and technology literacy in the assessment tools used by my school and district to provide recommendations on improving the use of the data gathered. For example, one of my recommendations was that we use the Reading Inventory assessment data administered in English Language Arts to include placement for students into AP and honors classes, modified instruction, and differentiation.
I learned how to look at diagnostic, formative and summative assessment critically and analytically from the perspective and the purpose of increasing student achievement, and how the measure of student learning and technology literacy influences directly to the development of the student as a whole. What I would do differently is to present my findings to all stakeholders so they can be informed and participate in the discussion.
The work that went into the creation of this artifact impacted school improvement, faculty development and student learning because I suggested these recommendations to the testing Administrator and the findings may be used to develop Professional Learning sessions. The impact of these recommendations could be measured based on the analysis and the inventory of the next set of data collected from the assessments and compared to the current data to see if improvements occurred.
This artifact demonstrates mastery of this standard because it shows my ability to model and facilitate an in-depth inventory of the effectiveness of the diagnostic assessments, formative and summative assessments at my school by interpreting all digital assessment tools and resources used to measure student learning, as well as technology literacy in the students. Tools such as the Reading Inventory, Achieve 3000 and the Milestones End of Course tests administered are part of the extensive list of digital assessment tools that I examined. This artifact also demonstrates mastery of this standard because it demonstrates my ability to use the digital assessment tools to measure student learning and technology literacy in the assessment tools used by my school and district to provide recommendations on improving the use of the data gathered. For example, one of my recommendations was that we use the Reading Inventory assessment data administered in English Language Arts to include placement for students into AP and honors classes, modified instruction, and differentiation.
I learned how to look at diagnostic, formative and summative assessment critically and analytically from the perspective and the purpose of increasing student achievement, and how the measure of student learning and technology literacy influences directly to the development of the student as a whole. What I would do differently is to present my findings to all stakeholders so they can be informed and participate in the discussion.
The work that went into the creation of this artifact impacted school improvement, faculty development and student learning because I suggested these recommendations to the testing Administrator and the findings may be used to develop Professional Learning sessions. The impact of these recommendations could be measured based on the analysis and the inventory of the next set of data collected from the assessments and compared to the current data to see if improvements occurred.