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 (ITEC 7305)
Reflection:
ITEC 7305 required the compilation of school data to create a Data Inventory. It was necessary to research and discover the variety of ways in which student data is obtained, stored, and evaluated to create this artifact. Additionally, I included when each type of data is collected and from whom it is collected. Lastly, I evaluated how the data is currently used and formulated in ways in which the data could be used more effectively to maximize student learning.
Completion of this artifact allowed me demonstrate mastery of Standard 2.7, which states that 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.” Schools today collect data about students from a variety of sources. Teachers collect data via the use of pre-tests or diagnostic assessments, formative assessments such as in-class activities and quizzes and summative assessments such as tests, projects, and papers. Student achievement can be improved by evaluating the results of the data provided by these assessments. However, it is also important to recognize when an assessment may not accurately reflect student learning due to other factors. These factors may include an excess of assessments being scheduled at the same time, an invalid assessment, or simply personal matters beyond the control of the school. These factors may be seen through careful evaluation of all of the student data available. When teachers or administrators look at test data in light of the school testing calendar and knowledge of counseling or discipline matters, it can help them to determine whether the assessment is invalid, or if there are other factors that need to be addressed such as standards taught in the course or teacher presentation of material. In this artifact, I also created a Data Wish List, which included common formative and summative assessments given more commonly across content areas throughout the school, and interim assessments for non-EOCT courses.
In looking back at this Data Inventory, I realize that I failed to mention classroom data collected by the classroom teacher. This may be because classroom data is rarely available to anyone other than the student, the teacher, and the administration. However, if interim assessments were given to non-EOCT courses, then it would provide another source of data for analysis to improve student learning.
In talking with other educators who wish to use assessment data to evaluate the effectiveness of their teaching, I would encourage them to apply content standards to in-class activities and assessments. Doing so would allow them to counter-measure the results of in-class data, such as common formative or summative assessments, to data collected from standardized assessments, such as End of Course tests, Advanced Placement tests, Student Learning Objective pre- and post-tests, etc.
ITEC 7305 required the compilation of school data to create a Data Inventory. It was necessary to research and discover the variety of ways in which student data is obtained, stored, and evaluated to create this artifact. Additionally, I included when each type of data is collected and from whom it is collected. Lastly, I evaluated how the data is currently used and formulated in ways in which the data could be used more effectively to maximize student learning.
Completion of this artifact allowed me demonstrate mastery of Standard 2.7, which states that 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.” Schools today collect data about students from a variety of sources. Teachers collect data via the use of pre-tests or diagnostic assessments, formative assessments such as in-class activities and quizzes and summative assessments such as tests, projects, and papers. Student achievement can be improved by evaluating the results of the data provided by these assessments. However, it is also important to recognize when an assessment may not accurately reflect student learning due to other factors. These factors may include an excess of assessments being scheduled at the same time, an invalid assessment, or simply personal matters beyond the control of the school. These factors may be seen through careful evaluation of all of the student data available. When teachers or administrators look at test data in light of the school testing calendar and knowledge of counseling or discipline matters, it can help them to determine whether the assessment is invalid, or if there are other factors that need to be addressed such as standards taught in the course or teacher presentation of material. In this artifact, I also created a Data Wish List, which included common formative and summative assessments given more commonly across content areas throughout the school, and interim assessments for non-EOCT courses.
In looking back at this Data Inventory, I realize that I failed to mention classroom data collected by the classroom teacher. This may be because classroom data is rarely available to anyone other than the student, the teacher, and the administration. However, if interim assessments were given to non-EOCT courses, then it would provide another source of data for analysis to improve student learning.
In talking with other educators who wish to use assessment data to evaluate the effectiveness of their teaching, I would encourage them to apply content standards to in-class activities and assessments. Doing so would allow them to counter-measure the results of in-class data, such as common formative or summative assessments, to data collected from standardized assessments, such as End of Course tests, Advanced Placement tests, Student Learning Objective pre- and post-tests, etc.
