Standard 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: ITEC 7305 Data Inventory
Reflection:
I created a Data Inventory for Dawson County Schools composed of information regarding data from CRCTs, EOCTs, and SLOs taken by Dawson County Students. To create a useful Data Inventory, I compiled data from various resources into a spreadsheet. I included information regarding content areas of these assessments, the dates that the assessments were given, which students were assessed, how we currently use this data in our system and suggestions for more effective uses of this data. I also compiled a list of other assessments that we at DCSS should also inventory in this manner.
By compiling the various assessment data of DCSS, I was able to model an effective comparison and use for the data. I described how the data was currently being used and developed strategies and suggestions for more effective uses. I modeled effective uses and discussed the benefits of more effective uses to my DCHS administration and data team. I also facilitated the use of a few Web 2.0 Tools that would help us break down the data and analyze in more effectively and efficiently than putting it in a spreadsheet. I recommended using our LMS as a platform for SLO Assessments. I researched better strategies in USA Test Prep for remediation and preparation for classes with EOCTs (now EOCs). I discussed with the Assistant Principal of Curriculum the effective uses I found for diagnostic, formative and/or summative assessments than what we were currently doing.
At the time that this Data Inventory was conducted, DCSS did not have a designated or dedicated data team. The teachers that met to discuss data were usually the department heads and often the information from these meetings did not trickle down. I also worked mainly alone, brainstorming more effective uses for this data. I would change that. Obviously, this would have been a more efficient process if our data team had been functioning. It is always better to work with others who have knowledge and experience in this area and are willing to provide meaningful feedback because they want to improve the process.
This artifact greatly impacted school improvement. We now have a data team. My suggestions for effectively using data have been implemented and we now take SLOs via Schoology, our system LMS. We have also input more parameters for gathering data and remediation options in USA Test Prep. The impact can be further assessed in these Web 2.0 Tools that we now have at our fingertips, instead of waiting for a spreadsheet to be created.
I created a Data Inventory for Dawson County Schools composed of information regarding data from CRCTs, EOCTs, and SLOs taken by Dawson County Students. To create a useful Data Inventory, I compiled data from various resources into a spreadsheet. I included information regarding content areas of these assessments, the dates that the assessments were given, which students were assessed, how we currently use this data in our system and suggestions for more effective uses of this data. I also compiled a list of other assessments that we at DCSS should also inventory in this manner.
By compiling the various assessment data of DCSS, I was able to model an effective comparison and use for the data. I described how the data was currently being used and developed strategies and suggestions for more effective uses. I modeled effective uses and discussed the benefits of more effective uses to my DCHS administration and data team. I also facilitated the use of a few Web 2.0 Tools that would help us break down the data and analyze in more effectively and efficiently than putting it in a spreadsheet. I recommended using our LMS as a platform for SLO Assessments. I researched better strategies in USA Test Prep for remediation and preparation for classes with EOCTs (now EOCs). I discussed with the Assistant Principal of Curriculum the effective uses I found for diagnostic, formative and/or summative assessments than what we were currently doing.
At the time that this Data Inventory was conducted, DCSS did not have a designated or dedicated data team. The teachers that met to discuss data were usually the department heads and often the information from these meetings did not trickle down. I also worked mainly alone, brainstorming more effective uses for this data. I would change that. Obviously, this would have been a more efficient process if our data team had been functioning. It is always better to work with others who have knowledge and experience in this area and are willing to provide meaningful feedback because they want to improve the process.
This artifact greatly impacted school improvement. We now have a data team. My suggestions for effectively using data have been implemented and we now take SLOs via Schoology, our system LMS. We have also input more parameters for gathering data and remediation options in USA Test Prep. The impact can be further assessed in these Web 2.0 Tools that we now have at our fingertips, instead of waiting for a spreadsheet to be created.