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
Reflection:
This artifact is a Data Inventory for The Country Day School in Escazú, Costa Rica. This Data Inventory was an assignment conducted in ITEC 7305, Data Analysis and School Improvement, in the spring of 2014. The Data Inventory contains a summary of all manner of student-level data that are collected and available at The Country Day School. The inventory provides the assessment name, content area, date of collection, students assessed, accessibility, and current & most effective use of the data.
Standard 2.7 states that candidates will 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. This data inventory demonstrates my ability to model and facilitate the effective use of assessments primarily because it contains an elaborate list of diagnostic, formative, and summative assessments collected from students. The inventory includes national, international and local assessments. Continuing, this inventory has specific, current uses of the data, technological accessibility, and the more effective use of such data. Understanding the current availability and uses of data in the school will certainly lead to a more powerful use and synthesis of the data.
From this learning process, my understanding of current assessments and data collection for student growth was enhanced. By researching each of these data sources, I developed further understanding for how to better enhance student learning at the school. The inventory allowed me to see a more complete picture of student learning. Particularly, I modeled and facilitated the effective use of all manner of assessments to measure student learning and technology literacy. By understanding which assessments are in place, and how they are currently used, I was able to make suggestions to leadership regarding the enhancement of said assessments and data. If given the opportunity to complete this assignment again, I would have interviewed more teachers and school leaders regarding their individual use of data from assessments. While I have a general overview of how data is and can be used, I would like to know if there are key pockets of the school in which data is being underutilized or maximized to drive decision-making and student learning.
For my school, this data inventory is very powerful. It illustrates the amount of data that is collected and how the school, as a whole, underutilizes it. With a succinct data inventory, leaders within the school can evaluate gaps in how we are assessing our students, overlap, and ultimately they can make decisions regarding most effective uses of data that is currently being collected. After completing this inventory, I met with various member of the learning and leadership team to make suggestions regarding the data and perceived weaknesses in its use. This information was taken in stride, and has been used to help develop a new topic for future professional development sessions, particularly, how to use data effectively.
Reflection:
This artifact is a Data Inventory for The Country Day School in Escazú, Costa Rica. This Data Inventory was an assignment conducted in ITEC 7305, Data Analysis and School Improvement, in the spring of 2014. The Data Inventory contains a summary of all manner of student-level data that are collected and available at The Country Day School. The inventory provides the assessment name, content area, date of collection, students assessed, accessibility, and current & most effective use of the data.
Standard 2.7 states that candidates will 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. This data inventory demonstrates my ability to model and facilitate the effective use of assessments primarily because it contains an elaborate list of diagnostic, formative, and summative assessments collected from students. The inventory includes national, international and local assessments. Continuing, this inventory has specific, current uses of the data, technological accessibility, and the more effective use of such data. Understanding the current availability and uses of data in the school will certainly lead to a more powerful use and synthesis of the data.
From this learning process, my understanding of current assessments and data collection for student growth was enhanced. By researching each of these data sources, I developed further understanding for how to better enhance student learning at the school. The inventory allowed me to see a more complete picture of student learning. Particularly, I modeled and facilitated the effective use of all manner of assessments to measure student learning and technology literacy. By understanding which assessments are in place, and how they are currently used, I was able to make suggestions to leadership regarding the enhancement of said assessments and data. If given the opportunity to complete this assignment again, I would have interviewed more teachers and school leaders regarding their individual use of data from assessments. While I have a general overview of how data is and can be used, I would like to know if there are key pockets of the school in which data is being underutilized or maximized to drive decision-making and student learning.
For my school, this data inventory is very powerful. It illustrates the amount of data that is collected and how the school, as a whole, underutilizes it. With a succinct data inventory, leaders within the school can evaluate gaps in how we are assessing our students, overlap, and ultimately they can make decisions regarding most effective uses of data that is currently being collected. After completing this inventory, I met with various member of the learning and leadership team to make suggestions regarding the data and perceived weaknesses in its use. This information was taken in stride, and has been used to help develop a new topic for future professional development sessions, particularly, how to use data effectively.