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:
The Data Inventory was completed as an individual class assignment to determine the various sources of data at Lee County High School 9th Grade Campus. The Data Inventory is a summary of all the data available at the school, including sources of student-level data and potential sources of data that I would like to be included in the future. The inventory was completed as an individual class assignment but was created in collaboration with the instructional supervisor and various members of the leadership team of the school.
Standard 2.7, Assessment, asks that candidates demonstrate the ability to “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). The Data Inventory is evidence of mastery of this standard. In the creation of the inventory, I had to gather information about all the diagnostic, formative, and summative assessments used for data analysis throughout the school and discuss how those assessments are used and what types of data they generate to create a picture of student learning. This gathering of information demonstrates my ability to model the use of these assessments to generate information about student learning. However, it is my use of this data for instruction that demonstrates my ability to facilitate the use of the assessments. From the data sources outlined in the inventory, I can administer a wide variety of diagnostic, formative, and summative assessments to students to guide my instruction and use a variety of digital tools and resources to do so, including USA Test Prep for diagnostic, formative, and summative assessments, and tools like Socrative for quick formative assessment purposes to measure student learning. These tools also give me the ability to assess student technology literacy simply by giving the assessment and seeing how students use the digital tool.
Creating the Data Inventory taught me about the wide variety of data sources available and the many assessments students at the 9th Grade Campus are required to take. Though I do see the purpose of the assessments, the amount and occurrence of them makes me concerned about how often we are assessing rather than providing instruction. When creating an assessment schedule within your classroom or department, it seems easy to ignore how much of this is going on elsewhere. While I wouldn’t necessarily change anything about the assignment itself, it does give way to a discussion about working as a school to limit the number of longer assessments students are required to do, or perhaps seeing if some might overlap.
Quick formative assessments and using data from summative and diagnostic assessments are essential to effective instruction. Changes in instruction is the easiest and most effective way to see the impact on student learning. I very often make use of quick assessments using technology to guide my instruction and it therefore has an impact on student learning. By sharing the tools I use to give assessments with other faculty members, data collection has recently become faster, which is advantageous for both faculty development and student learning.
The Data Inventory was completed as an individual class assignment to determine the various sources of data at Lee County High School 9th Grade Campus. The Data Inventory is a summary of all the data available at the school, including sources of student-level data and potential sources of data that I would like to be included in the future. The inventory was completed as an individual class assignment but was created in collaboration with the instructional supervisor and various members of the leadership team of the school.
Standard 2.7, Assessment, asks that candidates demonstrate the ability to “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). The Data Inventory is evidence of mastery of this standard. In the creation of the inventory, I had to gather information about all the diagnostic, formative, and summative assessments used for data analysis throughout the school and discuss how those assessments are used and what types of data they generate to create a picture of student learning. This gathering of information demonstrates my ability to model the use of these assessments to generate information about student learning. However, it is my use of this data for instruction that demonstrates my ability to facilitate the use of the assessments. From the data sources outlined in the inventory, I can administer a wide variety of diagnostic, formative, and summative assessments to students to guide my instruction and use a variety of digital tools and resources to do so, including USA Test Prep for diagnostic, formative, and summative assessments, and tools like Socrative for quick formative assessment purposes to measure student learning. These tools also give me the ability to assess student technology literacy simply by giving the assessment and seeing how students use the digital tool.
Creating the Data Inventory taught me about the wide variety of data sources available and the many assessments students at the 9th Grade Campus are required to take. Though I do see the purpose of the assessments, the amount and occurrence of them makes me concerned about how often we are assessing rather than providing instruction. When creating an assessment schedule within your classroom or department, it seems easy to ignore how much of this is going on elsewhere. While I wouldn’t necessarily change anything about the assignment itself, it does give way to a discussion about working as a school to limit the number of longer assessments students are required to do, or perhaps seeing if some might overlap.
Quick formative assessments and using data from summative and diagnostic assessments are essential to effective instruction. Changes in instruction is the easiest and most effective way to see the impact on student learning. I very often make use of quick assessments using technology to guide my instruction and it therefore has an impact on student learning. By sharing the tools I use to give assessments with other faculty members, data collection has recently become faster, which is advantageous for both faculty development and student learning.