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
Reflection:
The Data Inventory was created during ITEC 7305, Data Analysis. I took an inventory of how Teasley Middle School collects data, the types of data collected, and how the data is used. To create this, I interviewed my Academic Facilitator (AF). I was familiar with some data sources but needed to speak to the AF to know all types in the school. I also interviewed other teachers to see what different kinds of data they desired.
The Data Inventory modeled and facilitated the effective use of diagnostic, formative, and summative assessments by outlining how the data was collected and the intended use. I further detailed how it could be more effective. The recommended uses were based on my recommendations and the information I gained from the peers I interviewed, AF, and other teachers. All diagnostic, formative, and summative assessments had detailed information on how the assessment was used and its recommendations. All data is stored on Aspen or in the associated program such as iReady.
An example of a diagnostic assessment used is Fastbridge. Fastbidge is a program that tells the teacher about the individual strengths in math and language arts. I recommended using our homeroom, 30 minutes, to have students work on individual lessons assigned by Fastbridge. These lessons would be on the student's level. An example of formative assessments was the weekly learning checks given in science. Their data are used to create warmups, plan the following week's lesson, and create small groups to reteach. Summative assessments were given on Canvas a majority of the time. Teachers stated that Canvas shows them the most missed and correct questions, which the teachers said they use to determine if students have met the learning targets and will reteach and enrich where needed.
The accessibility of each type of assessment was given. All assessments were given on Canvas or through the program's online portal, and all measured student learning. Even the ACCESS measured student learning of the English Language. Some students who showed low technology literacy were given paper tests where available. Teachers stated that some students saw an increase in scores by doing so. Beacon was analyzed and shown to be used for diagnostic data on the individual students learning in math and ELA. Beacon also uses the same tools and layout that the GA Milestone uses. Beacon measures the technology literacy of the online tools the student will use for the GA Milestone tests and increases that literacy. Doing so helps ensure the score on the GA Milestone is an accurate measure of the students learning and not a lack of technology literacy.
When I set out to complete the Data Inventory, I thought I had a solid understanding of the sources of data and the type of data Teasley Middle School uses. I was not as sure as I thought. There were many programs that I did not think of as being that valuable. Mainly because I did not know how the data was used, I assumed they were just something the school was told to do for the county. This made me realize that as a leader, I need to ask how the data is used and how I can use it to improve my relationship building and teaching for individual students. If done again, I would like to interview students. I am curious if students know why they are asked to complete the assessments other than formatives, summatives, and GA Milestones. Do they know what the assessments are used for other than grades? Based on this, I would have conversations to clarify the purpose. I would expect higher scores due to them understanding the reason and how the data is used for them.
I was prepared more by completing this Data Inventory. I became department chair of science shortly after completing this assignment. It impacted my leadership immediately. One of my first meetings was discussing differentiation. By understanding the data sources, I could better explain the data available to differentiate from. Since I completed this by working with my AF and other peers, I have seen a change in our relationship. We speak more about goals and outcomes in the school than we used to, and through the conversations, other peers have learned of some of the assessments and resources I identified in the Data Inventory.
The Data Inventory was created during ITEC 7305, Data Analysis. I took an inventory of how Teasley Middle School collects data, the types of data collected, and how the data is used. To create this, I interviewed my Academic Facilitator (AF). I was familiar with some data sources but needed to speak to the AF to know all types in the school. I also interviewed other teachers to see what different kinds of data they desired.
The Data Inventory modeled and facilitated the effective use of diagnostic, formative, and summative assessments by outlining how the data was collected and the intended use. I further detailed how it could be more effective. The recommended uses were based on my recommendations and the information I gained from the peers I interviewed, AF, and other teachers. All diagnostic, formative, and summative assessments had detailed information on how the assessment was used and its recommendations. All data is stored on Aspen or in the associated program such as iReady.
An example of a diagnostic assessment used is Fastbridge. Fastbidge is a program that tells the teacher about the individual strengths in math and language arts. I recommended using our homeroom, 30 minutes, to have students work on individual lessons assigned by Fastbridge. These lessons would be on the student's level. An example of formative assessments was the weekly learning checks given in science. Their data are used to create warmups, plan the following week's lesson, and create small groups to reteach. Summative assessments were given on Canvas a majority of the time. Teachers stated that Canvas shows them the most missed and correct questions, which the teachers said they use to determine if students have met the learning targets and will reteach and enrich where needed.
The accessibility of each type of assessment was given. All assessments were given on Canvas or through the program's online portal, and all measured student learning. Even the ACCESS measured student learning of the English Language. Some students who showed low technology literacy were given paper tests where available. Teachers stated that some students saw an increase in scores by doing so. Beacon was analyzed and shown to be used for diagnostic data on the individual students learning in math and ELA. Beacon also uses the same tools and layout that the GA Milestone uses. Beacon measures the technology literacy of the online tools the student will use for the GA Milestone tests and increases that literacy. Doing so helps ensure the score on the GA Milestone is an accurate measure of the students learning and not a lack of technology literacy.
When I set out to complete the Data Inventory, I thought I had a solid understanding of the sources of data and the type of data Teasley Middle School uses. I was not as sure as I thought. There were many programs that I did not think of as being that valuable. Mainly because I did not know how the data was used, I assumed they were just something the school was told to do for the county. This made me realize that as a leader, I need to ask how the data is used and how I can use it to improve my relationship building and teaching for individual students. If done again, I would like to interview students. I am curious if students know why they are asked to complete the assessments other than formatives, summatives, and GA Milestones. Do they know what the assessments are used for other than grades? Based on this, I would have conversations to clarify the purpose. I would expect higher scores due to them understanding the reason and how the data is used for them.
I was prepared more by completing this Data Inventory. I became department chair of science shortly after completing this assignment. It impacted my leadership immediately. One of my first meetings was discussing differentiation. By understanding the data sources, I could better explain the data available to differentiate from. Since I completed this by working with my AF and other peers, I have seen a change in our relationship. We speak more about goals and outcomes in the school than we used to, and through the conversations, other peers have learned of some of the assessments and resources I identified in the Data Inventory.