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
Reflection
The Data Inventory involved a collection of the diagnostic, formative, and summative data in place at Brumby Elementary School as part of Cobb County Schools in Marietta, Georgia. The inventory specifically described the data sources, content area, dates of collection, students assessed, accessibility, current use, and how use could be more effective. Other information was included, such as attendance, data from SES, ELL, SWD, and CCRPI, as well as TIER data, ethnicity/race, and CTLS teacher/subject data. Also included was a data wish list, which listed types of assessments that would be important for collecting for the use of improving instruction. This artifact was completed individually, and the specific data sources were reviewed by a group that included myself and colleagues in the ITEC Specialist degree program, since we are at the same school and support the same students.
This artifact demonstrates my ability to model and facilitate the effective use of diagnostic, formative, or summative assessments through researching, organizing, and analyzing data sources that are currently in place in our school. In modeling and facilitating effective use of diagnostic assessments, it was determined that most data sources could be used for this purpose, including CogAT, DRA, GKIDS, RI, MI, and ACCESS testing. Formative assessments could also include GKIDS for tracking process of kindergarteners, Reading and Math Inventories (RI, MI), and Running Records, as these are used to qualify students for strategic interventions. The Student Growth Measurement (SGM) and Milestones End-of-Grade (EOG) testing provides summative assessment of student achievement in specific subject areas. My specific role in facilitating assessments includes administration of CogAT, IOWA, Milestones, and the visual art SGM.
This artifact also demonstrates my ability to use digital assessment tools and resources to measure student learning and technology literacy through facilitation of the visual art SGM, specifically. This data source involves a pre- and post-test that requires students show 3% growth over the course of the school year. The data wish list also shows effective measurement of student learning and technology literacy as I suggested that data records could include be more individualized and connected across subject areas and schools attended and could correlate between academic record and discipline referrals. Data collection could be extended to include teacher representation, such as through Microsoft Innovative Educator implementation. Title 1 needs could also be assessed based upon instructional initiatives, with a technology component attached.
From completing this artifact, I learned about the variety of data sources our school has in place, as well as the diagnostic, formative, and summative assessment purposes. I learned how these tools can be used to measure student learning, but that we do not have specific tools in place to necessarily measure technology literacy. To improve the quality of this artifact, it would be necessary to complete the inventory along grade-level or subject-area teachers so that we have a better understanding of how each tool guides instruction and assessment, and so that it could be better determined how use of digital tools and resources is and could be measured.
The work that went into creating this artifact impacted school improvement by creating awareness of the types of data sources that are available and being used, as well as the content areas, dates of collection, students assessed, and accessibility. A component that impacts faculty development is the discussion of more effective use for each source, which also benefits student learning. These impacts can be assessed by sharing the Data Inventory with the staff and administration so that current use can be reviewed for accuracy and that more effective use could be expanded upon. A survey could be created using Forms in Office 365 that would relay effectiveness of each category of the inventory as it impacts the school, teachers, and students.
The Data Inventory involved a collection of the diagnostic, formative, and summative data in place at Brumby Elementary School as part of Cobb County Schools in Marietta, Georgia. The inventory specifically described the data sources, content area, dates of collection, students assessed, accessibility, current use, and how use could be more effective. Other information was included, such as attendance, data from SES, ELL, SWD, and CCRPI, as well as TIER data, ethnicity/race, and CTLS teacher/subject data. Also included was a data wish list, which listed types of assessments that would be important for collecting for the use of improving instruction. This artifact was completed individually, and the specific data sources were reviewed by a group that included myself and colleagues in the ITEC Specialist degree program, since we are at the same school and support the same students.
This artifact demonstrates my ability to model and facilitate the effective use of diagnostic, formative, or summative assessments through researching, organizing, and analyzing data sources that are currently in place in our school. In modeling and facilitating effective use of diagnostic assessments, it was determined that most data sources could be used for this purpose, including CogAT, DRA, GKIDS, RI, MI, and ACCESS testing. Formative assessments could also include GKIDS for tracking process of kindergarteners, Reading and Math Inventories (RI, MI), and Running Records, as these are used to qualify students for strategic interventions. The Student Growth Measurement (SGM) and Milestones End-of-Grade (EOG) testing provides summative assessment of student achievement in specific subject areas. My specific role in facilitating assessments includes administration of CogAT, IOWA, Milestones, and the visual art SGM.
This artifact also demonstrates my ability to use digital assessment tools and resources to measure student learning and technology literacy through facilitation of the visual art SGM, specifically. This data source involves a pre- and post-test that requires students show 3% growth over the course of the school year. The data wish list also shows effective measurement of student learning and technology literacy as I suggested that data records could include be more individualized and connected across subject areas and schools attended and could correlate between academic record and discipline referrals. Data collection could be extended to include teacher representation, such as through Microsoft Innovative Educator implementation. Title 1 needs could also be assessed based upon instructional initiatives, with a technology component attached.
From completing this artifact, I learned about the variety of data sources our school has in place, as well as the diagnostic, formative, and summative assessment purposes. I learned how these tools can be used to measure student learning, but that we do not have specific tools in place to necessarily measure technology literacy. To improve the quality of this artifact, it would be necessary to complete the inventory along grade-level or subject-area teachers so that we have a better understanding of how each tool guides instruction and assessment, and so that it could be better determined how use of digital tools and resources is and could be measured.
The work that went into creating this artifact impacted school improvement by creating awareness of the types of data sources that are available and being used, as well as the content areas, dates of collection, students assessed, and accessibility. A component that impacts faculty development is the discussion of more effective use for each source, which also benefits student learning. These impacts can be assessed by sharing the Data Inventory with the staff and administration so that current use can be reviewed for accuracy and that more effective use could be expanded upon. A survey could be created using Forms in Office 365 that would relay effectiveness of each category of the inventory as it impacts the school, teachers, and students.