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.
Artifact: Data Inventory
Reflection:
The artifact selected for this standard is a Data Inventory for Hollydale Elementary School. This inventory was an application task conducted in ITEC 7305, Data Analysis and School Improvement. The Data Inventory provides a summary of all types of student-level data that are available at Hollydale Elementary School. The inventory includes the assessment name, content area, collection date, students assessed, accessibility, and current uses of data.
This artifact demonstrates mastery of Standard 2.7, Assessment, as it provides an extensive list of diagnostic, formative, and summative assessments that are collected at the student level. The inventory includes state criterion referenced tests, nationally normed reference tests, district level benchmarks, and school level assessments. In addition, this inventory includes specific, current uses of the data, technological accessibility, and potential uses of the data. Knowing the available data sources, their current uses, and their potential uses is a necessary step in moving forward with authentic assessment.
From this assignment, I became more aware of the extensive student level data sources available. In exploring each of these data sources, I learned more about their current uses and was able to learn about how each piece might be used more effectively. This task also allowed me to compile multiple data sources to develop a more holistic view of individual students. It also reminded me of data sources that are accessed less frequently and allowed me to explore these data sources more thoroughly. In reflecting upon this assignment, I wish that I had compiled these data sources earlier in the school year. The information I compiled would have certainly provided me with valuable insight for further differentiating my instructional practices. I look forward to using each data source listed in this inventory to develop a comprehensive perspective of each student.
This data inventory is composed of data sources that are frequently used by teachers and data sources that rarely accessed. The available data sources that are seldom analyzed can actually provide valuable information about individual students. After completing this inventory and realizing just how much student level data is available, I shared this information with colleagues within my school. Together, we discussed how we might more effectively use each piece of data to more authentically assess student learning. Moving forward with the next school year, we plan to collaboratively analyze each of these data sources to help us make instructional decisions and more effectively meet the needs of diverse learners. This will certainly enhance student learning and will contribute to our professional development and overall school improvement.
Reflection:
The artifact selected for this standard is a Data Inventory for Hollydale Elementary School. This inventory was an application task conducted in ITEC 7305, Data Analysis and School Improvement. The Data Inventory provides a summary of all types of student-level data that are available at Hollydale Elementary School. The inventory includes the assessment name, content area, collection date, students assessed, accessibility, and current uses of data.
This artifact demonstrates mastery of Standard 2.7, Assessment, as it provides an extensive list of diagnostic, formative, and summative assessments that are collected at the student level. The inventory includes state criterion referenced tests, nationally normed reference tests, district level benchmarks, and school level assessments. In addition, this inventory includes specific, current uses of the data, technological accessibility, and potential uses of the data. Knowing the available data sources, their current uses, and their potential uses is a necessary step in moving forward with authentic assessment.
From this assignment, I became more aware of the extensive student level data sources available. In exploring each of these data sources, I learned more about their current uses and was able to learn about how each piece might be used more effectively. This task also allowed me to compile multiple data sources to develop a more holistic view of individual students. It also reminded me of data sources that are accessed less frequently and allowed me to explore these data sources more thoroughly. In reflecting upon this assignment, I wish that I had compiled these data sources earlier in the school year. The information I compiled would have certainly provided me with valuable insight for further differentiating my instructional practices. I look forward to using each data source listed in this inventory to develop a comprehensive perspective of each student.
This data inventory is composed of data sources that are frequently used by teachers and data sources that rarely accessed. The available data sources that are seldom analyzed can actually provide valuable information about individual students. After completing this inventory and realizing just how much student level data is available, I shared this information with colleagues within my school. Together, we discussed how we might more effectively use each piece of data to more authentically assess student learning. Moving forward with the next school year, we plan to collaboratively analyze each of these data sources to help us make instructional decisions and more effectively meet the needs of diverse learners. This will certainly enhance student learning and will contribute to our professional development and overall school improvement.