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. (PSC 2.8/ISTE 2h)
Artifact: Data Overview Presentation
Reflection:
This Data Overview Presentation was created as a part of my course work for ITEC 7305, Data Analysis and School Improvement, in the spring of 2014. The completion of this presentation demonstrates my ability to model and facilitate the use of digital resources to collect, analyze and interpret student achievement data, then to communicate these findings in order to help key school officials implement appropriate interventions. In addition to providing a slew of AP calculus test results and enrollment numbers for the past five years, the presentation highlights current strengths, weaknesses, and trends evidenced by the data.
Standard 2.8 states that candidates will 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. For this data overview, I modeled and facilitated the use of a myriad of digital tools and resources to collect, analyze, interpret, synthesize, and evaluate student performance and enrollment data. I modeled and facilitated the creation of charts, tables and graphs with the use of Microsoft Excel, which enabled a more visually appealing and comprehensible presentation. Additionally, I utilized Microsoft PowerPoint and QuickTime to communicate my findings with peers, school leaders and interested parties to help establish how to best implement appropriate interventions.
Through the completion of this task I developed a more profound appreciation for the amount of time and effort that must go into the analysis of student data. I also gained a lot from the evaluation of data by interpreting my school’s data compared to other schools across the nation. I was able to clearly see the impacts that various teachers have on student achievement, and I am now able to fully appreciate the valuable education we provide our students. While our calculus program is weak, we have our own strengths, comparatively. If I could do this project again, I would not only evaluate student performance and enrollment in AP calculus courses, but I would also evaluate other higher-level courses such as AP literature, or AP physics to have an even broader picture of the school.
This data overview presentation was shared with peers, school leadership, and interested parties. Through the use of graphs, and helpful visual graphics, I was able to hold the attention of others long enough to impress upon them what I believe are our strengths and weaknesses regarding AP calculus. I modeled and facilitated the use of these digital tools to help others implement appropriate interventions in their classrooms and in the school-wide planning process. The calculus program looks quite a bit different than it did just a year ago, and this is really due to the digital tools that allow the access and analysis of data to be a lot less intimidating and cumbersome than it used to be.
Reflection:
This Data Overview Presentation was created as a part of my course work for ITEC 7305, Data Analysis and School Improvement, in the spring of 2014. The completion of this presentation demonstrates my ability to model and facilitate the use of digital resources to collect, analyze and interpret student achievement data, then to communicate these findings in order to help key school officials implement appropriate interventions. In addition to providing a slew of AP calculus test results and enrollment numbers for the past five years, the presentation highlights current strengths, weaknesses, and trends evidenced by the data.
Standard 2.8 states that candidates will 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. For this data overview, I modeled and facilitated the use of a myriad of digital tools and resources to collect, analyze, interpret, synthesize, and evaluate student performance and enrollment data. I modeled and facilitated the creation of charts, tables and graphs with the use of Microsoft Excel, which enabled a more visually appealing and comprehensible presentation. Additionally, I utilized Microsoft PowerPoint and QuickTime to communicate my findings with peers, school leaders and interested parties to help establish how to best implement appropriate interventions.
Through the completion of this task I developed a more profound appreciation for the amount of time and effort that must go into the analysis of student data. I also gained a lot from the evaluation of data by interpreting my school’s data compared to other schools across the nation. I was able to clearly see the impacts that various teachers have on student achievement, and I am now able to fully appreciate the valuable education we provide our students. While our calculus program is weak, we have our own strengths, comparatively. If I could do this project again, I would not only evaluate student performance and enrollment in AP calculus courses, but I would also evaluate other higher-level courses such as AP literature, or AP physics to have an even broader picture of the school.
This data overview presentation was shared with peers, school leadership, and interested parties. Through the use of graphs, and helpful visual graphics, I was able to hold the attention of others long enough to impress upon them what I believe are our strengths and weaknesses regarding AP calculus. I modeled and facilitated the use of these digital tools to help others implement appropriate interventions in their classrooms and in the school-wide planning process. The calculus program looks quite a bit different than it did just a year ago, and this is really due to the digital tools that allow the access and analysis of data to be a lot less intimidating and cumbersome than it used to be.