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. (ISTE 2h)
Artifact
Reflection
The Data Overview is a presentation of the 5th Grade Science Data at Brumby Elementary School, located in Cobb County, Georgia, from 2015-16 through 2017-18. The purpose of the Data Overview was to determine areas of strength and weakness as evident through trends over the past three years of science data, in order to develop an action plan that supports improved instruction and student achievement through STEM to STEAM initiatives that involve science. The overview was completed individually through analysis of Milestones End-of-Grade Assessment scores. It included an overview of the school demographics (total school enrollment, enrollment by gender, race/ethnicity, and subgroups/programs, discipline factors, and attendance factors). A faculty profile was also described that included gender and race/ethnicity. Trends were analyzed and areas of strength and weakness were discussed to determine where academic improvement is necessary in relation to students at and above proficiency in science, specifically females, English language learners (ELL), and students with disabilities (SWD).
This artifact demonstrates my ability to model and facilitate the use of digital tools and resources to collect, analyze, and interpret student achievement data through accessing data, using data to create visual representations, analyzing for strengths and weaknesses, and providing suggestions for moving forward. Filtering information from school, county, and state resources allowed facilitation of the tools necessary for collection, analyzation, and interpretation of data.
This artifact demonstrates my ability to model and facilitate the use of digital tools and resources to communicate the findings through use of Excel spreadsheets, various graphing tools, and PowerPoint as a presentation tool. The Data Overview I created includes science data over the past three years, as well as data concerning total enrollment, gender, race/ethnicity, subgroups such as ELL, SWD, and SES, and discipline and attendance factors. The overview itself facilitates communication of my findings using multiple digital tools and resources.
This artifact demonstrates my ability to model and facilitate the use of digital tools and resources to implement appropriate interventions to improve instructional practice and maximize student learning through sharing of the PowerPoint presentation that provides information about where we are coming from and how to move forward. The Data Overview PowerPoint models the use of a digital tool that provides appropriate interventions necessary for improvement in the area of science.
From completing this artifact, I learned how to access and disaggregate Milestones EOG data from my school, county, and statewide. I now understand more of the importance of these assessments and how analysis over a three-year period can provide insight as to how teaching and learning is or isn’t effective. I learned how to determine strengths and weaknesses of various subgroups, as well as how the strands of a subject area are divided for assessment. To improve the quality of and process of creating this artifact, I would find it necessary to dive into student data prior to creating the overview. Although we had practice activities with making graphs from spreadsheets, I feel had I practiced with actual school data, I could have spent more time analyzing the data instead of creating the data representation. I would also break down the data further so that I could include more areas of strength and weakness, and therefore expand upon trends and next steps.
The work that went into creating this artifact impacted student learning and therefore school improvement by creating an overview of strengths and weaknesses within the area of science. This is important as our school is moving from STEM to STEAM, and science is a major component of that effort. By analyzing scores over three years overall and by subgroups, it informs trends and next steps as to improving science scores. This impact can be assessed by further analyzing scores from 2018-2019, and possibly performing a vertical analysis (such as using data from fourth graders last year compared to the same students as fifth graders this year). Presenting the Data Overview to third and fifth grade teachers of science and following up with a survey could also provide information about the impact upon students, teachers, and the school as a whole.
The Data Overview is a presentation of the 5th Grade Science Data at Brumby Elementary School, located in Cobb County, Georgia, from 2015-16 through 2017-18. The purpose of the Data Overview was to determine areas of strength and weakness as evident through trends over the past three years of science data, in order to develop an action plan that supports improved instruction and student achievement through STEM to STEAM initiatives that involve science. The overview was completed individually through analysis of Milestones End-of-Grade Assessment scores. It included an overview of the school demographics (total school enrollment, enrollment by gender, race/ethnicity, and subgroups/programs, discipline factors, and attendance factors). A faculty profile was also described that included gender and race/ethnicity. Trends were analyzed and areas of strength and weakness were discussed to determine where academic improvement is necessary in relation to students at and above proficiency in science, specifically females, English language learners (ELL), and students with disabilities (SWD).
This artifact demonstrates my ability to model and facilitate the use of digital tools and resources to collect, analyze, and interpret student achievement data through accessing data, using data to create visual representations, analyzing for strengths and weaknesses, and providing suggestions for moving forward. Filtering information from school, county, and state resources allowed facilitation of the tools necessary for collection, analyzation, and interpretation of data.
This artifact demonstrates my ability to model and facilitate the use of digital tools and resources to communicate the findings through use of Excel spreadsheets, various graphing tools, and PowerPoint as a presentation tool. The Data Overview I created includes science data over the past three years, as well as data concerning total enrollment, gender, race/ethnicity, subgroups such as ELL, SWD, and SES, and discipline and attendance factors. The overview itself facilitates communication of my findings using multiple digital tools and resources.
This artifact demonstrates my ability to model and facilitate the use of digital tools and resources to implement appropriate interventions to improve instructional practice and maximize student learning through sharing of the PowerPoint presentation that provides information about where we are coming from and how to move forward. The Data Overview PowerPoint models the use of a digital tool that provides appropriate interventions necessary for improvement in the area of science.
From completing this artifact, I learned how to access and disaggregate Milestones EOG data from my school, county, and statewide. I now understand more of the importance of these assessments and how analysis over a three-year period can provide insight as to how teaching and learning is or isn’t effective. I learned how to determine strengths and weaknesses of various subgroups, as well as how the strands of a subject area are divided for assessment. To improve the quality of and process of creating this artifact, I would find it necessary to dive into student data prior to creating the overview. Although we had practice activities with making graphs from spreadsheets, I feel had I practiced with actual school data, I could have spent more time analyzing the data instead of creating the data representation. I would also break down the data further so that I could include more areas of strength and weakness, and therefore expand upon trends and next steps.
The work that went into creating this artifact impacted student learning and therefore school improvement by creating an overview of strengths and weaknesses within the area of science. This is important as our school is moving from STEM to STEAM, and science is a major component of that effort. By analyzing scores over three years overall and by subgroups, it informs trends and next steps as to improving science scores. This impact can be assessed by further analyzing scores from 2018-2019, and possibly performing a vertical analysis (such as using data from fourth graders last year compared to the same students as fifth graders this year). Presenting the Data Overview to third and fifth grade teachers of science and following up with a survey could also provide information about the impact upon students, teachers, and the school as a whole.