2.8 Data Analysis
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: Summative Assessment Analysis
Reflection:
The Summative Assessment Analysis (SAA) was created in ITEC 7305, Data Analysis. I made the SAA alone using data from the summative assessment on Unit 1: Classification of Living Things. I designed charts and graphs to show the data and analyzed the data to understand why the scores were what they were and what can change the next time the unit is taught.
The data in the SAA was easily acquired because of the digital tools and resources used for assessment. By completing this artifact, I modeled and facilitated how a teacher can use the tools and resources to collect, analyze, and interpret student achievement quickly and easily. Before submitting the assignment, I worked with my Instructional Lead Specialist (ILS) to go over my analysis. The ILS asked if I could give her a copy. I did not know this, but later in a PLC, I saw sections of my SAA being referenced as teaching points on using data. The ILS used the SAA I created to model using the data we have collected in Canvas from an assessment and analyze and interpret what next steps are required to intervene. The SAA showed how to determine if scores were impacted by teaching issues, the wording of a question, or student mastery concerns. If student mastery is below proficient, interventions could be used (reteach, small group, reassess individual) or reassess sections for the whole group if identified as a test issue from teaching or wording.
In the SAA, I explain how we use Canvas to communicate with the students and parents. The SAA explains that scores are posted on Canvas. Teachers can give comments on individual questions or on the assignment. Students and parents can reply to those comments as well. As stated in my SAA, this allows direct and continuous communication from the teacher to all stakeholders. Because the SAA was shared, I indirectly showed them a model of how to appropriately use the communication tools to stay in constant contact with the student and parents.
This was one of the most valuable artifacts I did for my professional growth as a teacher. I had never gone through an assessment in this detail before. Since then, I have spoken up more in PLC and used talking points from the SAA to address. If doing this again, I would like to interview students who did not perform at proficient or above and interview those who did score at or above proficient. This would give me more insight into their mindset and preparation going into the test. I could use the information to develop test reminders and talks with students leading up to an assessment.
By completing the SAA, my conversation in PLC has been more profound, and our PLC has now been diving deeper into analyzing assessments. The department meetings I lead are aligned explicitly with using data to differentiate and write in science. In a science meeting, you will practice analyzing data to ensure correct differentiation and scaffolds are used. I have had them bring in assessment data and explore it with other grade-level peers, and as a group, we analyzed the school GA Milestone scores and how we can intervene to help.
The Summative Assessment Analysis (SAA) was created in ITEC 7305, Data Analysis. I made the SAA alone using data from the summative assessment on Unit 1: Classification of Living Things. I designed charts and graphs to show the data and analyzed the data to understand why the scores were what they were and what can change the next time the unit is taught.
The data in the SAA was easily acquired because of the digital tools and resources used for assessment. By completing this artifact, I modeled and facilitated how a teacher can use the tools and resources to collect, analyze, and interpret student achievement quickly and easily. Before submitting the assignment, I worked with my Instructional Lead Specialist (ILS) to go over my analysis. The ILS asked if I could give her a copy. I did not know this, but later in a PLC, I saw sections of my SAA being referenced as teaching points on using data. The ILS used the SAA I created to model using the data we have collected in Canvas from an assessment and analyze and interpret what next steps are required to intervene. The SAA showed how to determine if scores were impacted by teaching issues, the wording of a question, or student mastery concerns. If student mastery is below proficient, interventions could be used (reteach, small group, reassess individual) or reassess sections for the whole group if identified as a test issue from teaching or wording.
In the SAA, I explain how we use Canvas to communicate with the students and parents. The SAA explains that scores are posted on Canvas. Teachers can give comments on individual questions or on the assignment. Students and parents can reply to those comments as well. As stated in my SAA, this allows direct and continuous communication from the teacher to all stakeholders. Because the SAA was shared, I indirectly showed them a model of how to appropriately use the communication tools to stay in constant contact with the student and parents.
This was one of the most valuable artifacts I did for my professional growth as a teacher. I had never gone through an assessment in this detail before. Since then, I have spoken up more in PLC and used talking points from the SAA to address. If doing this again, I would like to interview students who did not perform at proficient or above and interview those who did score at or above proficient. This would give me more insight into their mindset and preparation going into the test. I could use the information to develop test reminders and talks with students leading up to an assessment.
By completing the SAA, my conversation in PLC has been more profound, and our PLC has now been diving deeper into analyzing assessments. The department meetings I lead are aligned explicitly with using data to differentiate and write in science. In a science meeting, you will practice analyzing data to ensure correct differentiation and scaffolds are used. I have had them bring in assessment data and explore it with other grade-level peers, and as a group, we analyzed the school GA Milestone scores and how we can intervene to help.