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: ITEC 7305 Data Inventory
Reflection:
This artifact is a data inventory that I completed for my school in order to find out the different data sources we had in the building. The data inventory is a document composed of the different data sources found in my building, along with the content area it aligns to, the students that are assessed by each, and the ways it is currently being used. I contributed to this artifact by contacting the instructional coach in my building who helped me fill out the form and gave me information needed for each of the data sources we have for teachers to use.
The data inventory demonstrates mastery of standard 2.7 by showcasing my abilities to gather data on the different sources we have to measure student learning. The artifact also shows various online digital tools and resources we use to gather data on our students. Some of these tools include Measure of Academic Progress (MAP,) Dibels, ACCESS testing (used for ELL students,) Reading Inventory and Georgia Milestones. Aside from the use of digital assessments, my school also uses formative and summative assessments. Some of these assessments include running records, district math and reading assessments, and IKAN/Gloss (Math assessment.)
The assessments used in the school help identify students who may need a Tier II or additional interventions, along with helping us identify potential gifted students. The data sources also help gather data on our students that have IEP’s and for our regular ed students as well. For the last two years, my school has shifted their viewpoint regarding data and we know look at it for ways to help all of our students make and show growth. All students are seen as potentials for growth even if it is one percent or half. More data meetings are now in place to help teachers and administration understand how to read the data we gather from the different assessments and to know how we can help our students make progress.
Completing this artifact gave me an insight on understanding a different point of view of data. I also learned about the different data sources we have in my building and the ways they are being measured. The artifact also gave me the opportunity to collaborate with the instructional coach to learn about the data sources we have. This helped open up conversations regarding data and how we use it in our building.
The work that went into this artifact impacted my personal understanding on the different data sources we have in our school. The artifact also made an impact on the staff because the data inventory was later shared with the staff which helped them know the different data sources we have. The data inventory handout was also discussed during one of the data meetings to briefly see if it needed to be updated or not.
Reflection:
This artifact is a data inventory that I completed for my school in order to find out the different data sources we had in the building. The data inventory is a document composed of the different data sources found in my building, along with the content area it aligns to, the students that are assessed by each, and the ways it is currently being used. I contributed to this artifact by contacting the instructional coach in my building who helped me fill out the form and gave me information needed for each of the data sources we have for teachers to use.
The data inventory demonstrates mastery of standard 2.7 by showcasing my abilities to gather data on the different sources we have to measure student learning. The artifact also shows various online digital tools and resources we use to gather data on our students. Some of these tools include Measure of Academic Progress (MAP,) Dibels, ACCESS testing (used for ELL students,) Reading Inventory and Georgia Milestones. Aside from the use of digital assessments, my school also uses formative and summative assessments. Some of these assessments include running records, district math and reading assessments, and IKAN/Gloss (Math assessment.)
The assessments used in the school help identify students who may need a Tier II or additional interventions, along with helping us identify potential gifted students. The data sources also help gather data on our students that have IEP’s and for our regular ed students as well. For the last two years, my school has shifted their viewpoint regarding data and we know look at it for ways to help all of our students make and show growth. All students are seen as potentials for growth even if it is one percent or half. More data meetings are now in place to help teachers and administration understand how to read the data we gather from the different assessments and to know how we can help our students make progress.
Completing this artifact gave me an insight on understanding a different point of view of data. I also learned about the different data sources we have in my building and the ways they are being measured. The artifact also gave me the opportunity to collaborate with the instructional coach to learn about the data sources we have. This helped open up conversations regarding data and how we use it in our building.
The work that went into this artifact impacted my personal understanding on the different data sources we have in our school. The artifact also made an impact on the staff because the data inventory was later shared with the staff which helped them know the different data sources we have. The data inventory handout was also discussed during one of the data meetings to briefly see if it needed to be updated or not.