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
For standard 2.7 I chose the Data Inventory artifact, which was created in the ITEC 7305 Data Analysis & School Improvement course. This artifact was compiled to provide a summary of all the types of data that is available in our schools. The Data Inventory also included the content areas, dates of collection, students assessed, accessibility, current data usage, and how it could be more effectively used. Data is also collected on our students demographics, attendance, retention, behavior referrals, student performance data, free and reduced lunch, and SPED.
To facilitate the development and implementation of my Data Inventory, I had to begin by creating a list of all of the different assessments that were given in my school. As a gifted teacher I spend a large amount of time assessing our students throughout the school year. Our students are assessed in four areas: creativity, motivation, mental ability, and achievement. Another area that uses a variety of assessments is the special education department. While compiling my list of assessments, I realized that all of the assessments can be used in our data PLCs to focus our instruction and improve student achievement. One assessment in particular, Measures of Academic Progress (MAP), provides teachers with useful data driven information to differentiate instruction and help organize our instructional planning, which is the foundation for research-based best practices. Giving teachers the tools to help make a difference in our student’s lives is every teacher’s goal.
I felt that my Data Inventory provided a balanced assessment program that monitors the progress of our students over time as well as looking at the grade/course outcome. Also, the teachers have access to their data in a timely manner to help impact their instruction and student achievement. While reflecting on this artifact I realized that I did not include the Georgia Alternate Assessment (GAA) for our students with disabilities. I also believe that I could have left off other assessments too. This type of document should be completed with a group of individuals from different areas in your school to make sure that all of the assessments are listed.
Creating Data Inventory is a great way to organize our data PLCs. With this information our data teams are aware of the data that is available to them, where it is located, and when these assessments are given. I shared this document with our new School Improvement Specialists to give her an idea of the types of assessments that are given in our school. The impact can be assessed based on our data PLC’s, student achievement scores, and through our School Improvement Plan.
To facilitate the development and implementation of my Data Inventory, I had to begin by creating a list of all of the different assessments that were given in my school. As a gifted teacher I spend a large amount of time assessing our students throughout the school year. Our students are assessed in four areas: creativity, motivation, mental ability, and achievement. Another area that uses a variety of assessments is the special education department. While compiling my list of assessments, I realized that all of the assessments can be used in our data PLCs to focus our instruction and improve student achievement. One assessment in particular, Measures of Academic Progress (MAP), provides teachers with useful data driven information to differentiate instruction and help organize our instructional planning, which is the foundation for research-based best practices. Giving teachers the tools to help make a difference in our student’s lives is every teacher’s goal.
I felt that my Data Inventory provided a balanced assessment program that monitors the progress of our students over time as well as looking at the grade/course outcome. Also, the teachers have access to their data in a timely manner to help impact their instruction and student achievement. While reflecting on this artifact I realized that I did not include the Georgia Alternate Assessment (GAA) for our students with disabilities. I also believe that I could have left off other assessments too. This type of document should be completed with a group of individuals from different areas in your school to make sure that all of the assessments are listed.
Creating Data Inventory is a great way to organize our data PLCs. With this information our data teams are aware of the data that is available to them, where it is located, and when these assessments are given. I shared this document with our new School Improvement Specialists to give her an idea of the types of assessments that are given in our school. The impact can be assessed based on our data PLC’s, student achievement scores, and through our School Improvement Plan.