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 (ITEC 7305)
Reflection:
ITEC 7305 required the compilation of school data to create a Data Overview. To create this artifact, I had to search out and sift through data that represented both population and achievement. The purpose in creating the presentation was to gain a deeper understanding of the student population, to understand the current strengths and weaknesses of students in English / Language Arts and Mathematics, to view longitudinal data to see performance trends, and to gain perspective on student subgroup performance when compared to the overall student population. The artifact contains data stretching back to the opening of the school in 2009 on student population growth, student population subgroups, and student achievement in four different test areas as assessed by performance on the EOCT. Achievement data are presented by overall student achievement and subgroup achievement. Upon completion, the Data Overview was delivered to the administration via the district’s online Learning Management System (LMS) itslearning for evaluation.
Completion of this artifact allowed me demonstrate mastery of Standard 2.8, which states that 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.” I collected data as prepared by the district on student population and achievement on statewide End of Course Tests (EOCTs) for all subject areas. In all, this document was 66 pages of numbers and percentages. For the purpose of this overview, I focused on student achievement data in English Language Arts and Mathematics. I created graphs and charts that would allow the audience to visualize the comparisons and growth that the data represented. I also needed to communicate my interpretations of the analysis with my administration so that the school could begin implement the needed steps that would allow us to maximize students learning and achievement. I did this by creating a narrated presentation that could be uploaded to the school’s online learning management system.
If I were to have the opportunity to create a data overview again, I would strive to make content-specific overviews that could all be delivered to the school administration. In addition, I would want to deliver each content-area overview in individual department meetings so that we could discuss the data and ways of improving student achievement.
ITEC 7305 required the compilation of school data to create a Data Overview. To create this artifact, I had to search out and sift through data that represented both population and achievement. The purpose in creating the presentation was to gain a deeper understanding of the student population, to understand the current strengths and weaknesses of students in English / Language Arts and Mathematics, to view longitudinal data to see performance trends, and to gain perspective on student subgroup performance when compared to the overall student population. The artifact contains data stretching back to the opening of the school in 2009 on student population growth, student population subgroups, and student achievement in four different test areas as assessed by performance on the EOCT. Achievement data are presented by overall student achievement and subgroup achievement. Upon completion, the Data Overview was delivered to the administration via the district’s online Learning Management System (LMS) itslearning for evaluation.
Completion of this artifact allowed me demonstrate mastery of Standard 2.8, which states that 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.” I collected data as prepared by the district on student population and achievement on statewide End of Course Tests (EOCTs) for all subject areas. In all, this document was 66 pages of numbers and percentages. For the purpose of this overview, I focused on student achievement data in English Language Arts and Mathematics. I created graphs and charts that would allow the audience to visualize the comparisons and growth that the data represented. I also needed to communicate my interpretations of the analysis with my administration so that the school could begin implement the needed steps that would allow us to maximize students learning and achievement. I did this by creating a narrated presentation that could be uploaded to the school’s online learning management system.
If I were to have the opportunity to create a data overview again, I would strive to make content-specific overviews that could all be delivered to the school administration. In addition, I would want to deliver each content-area overview in individual department meetings so that we could discuss the data and ways of improving student achievement.
