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:
I created a Data Inventory of all the types of data available to Hand in Hand Primary School. I divided the data by external assessments, those required by the state, and internal assessments or those developed by our school. This required consulting with the principal, data coach and colleagues. The data was examined to determine its current use and how it might be used more effectively.
Hand in Hand is a public primary school consisting of only pre-k and kindergarten. This inventory contains a list of all the formative, summative and diagnostic assessments that Hand in Hand currently uses. The inventory also describes the content area that each assessment addresses, as well as, the dates of those collections and the students who are assessed. The next step was to catalog how these assessments can be accessed; from the internet or through the teachers’ records. Finally, I decided how the assessments we currently use, might be used more effectively. The cataloging of this data shows mastery of standard 2.7, as this standard requires candidates 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. “Seeing how existing practices fit into the process as a whole then leads into a conversation about areas of redundant or contradictory effort” (Boudett, 2013). This allowed me to see if one content area was addressed at the expense of another. Kindergarten only has two technology standards which are addressed in language arts writing. Therefore, I wish I had included technology goals on the data wish list and when this is presented at professional learning, I will make that adjustment.
Currently, Hand in Hand does not have a vision for technology, nor is technology addressed within the school improvement plan. Neither teacher nor students are assessed on their technology literacy; therefore, I included it on the Data Wish List portion of the document. In professional learning teachers have a great deal of input in crafting the school improvement plan. However, with so few teachers aware of the ITSE standards for teachers and students, the School Improvement Plan neglects to include their guidelines.
I have learned what you don’t know can work against you. Collecting all the data sources in one place gives a good perspective of where we are and what we need to do next. When I share this document in our next professional learning, it will have an impact on school improvement as it can be used to start conversations about drilling down data, addressing a vision for technology and embedding technology integration for student learning. Additionally, I would like to see teachers introduced to the Indicators for Engagement Learning and LoTi Frameworks.
Boudett, Kahtryn Parker. (2013). Data wise: a step-by-step guide to using assessment results to improve teaching and learning. Revised and expanded ed. Cambridge MA: Harvard Education Press.
I created a Data Inventory of all the types of data available to Hand in Hand Primary School. I divided the data by external assessments, those required by the state, and internal assessments or those developed by our school. This required consulting with the principal, data coach and colleagues. The data was examined to determine its current use and how it might be used more effectively.
Hand in Hand is a public primary school consisting of only pre-k and kindergarten. This inventory contains a list of all the formative, summative and diagnostic assessments that Hand in Hand currently uses. The inventory also describes the content area that each assessment addresses, as well as, the dates of those collections and the students who are assessed. The next step was to catalog how these assessments can be accessed; from the internet or through the teachers’ records. Finally, I decided how the assessments we currently use, might be used more effectively. The cataloging of this data shows mastery of standard 2.7, as this standard requires candidates 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. “Seeing how existing practices fit into the process as a whole then leads into a conversation about areas of redundant or contradictory effort” (Boudett, 2013). This allowed me to see if one content area was addressed at the expense of another. Kindergarten only has two technology standards which are addressed in language arts writing. Therefore, I wish I had included technology goals on the data wish list and when this is presented at professional learning, I will make that adjustment.
Currently, Hand in Hand does not have a vision for technology, nor is technology addressed within the school improvement plan. Neither teacher nor students are assessed on their technology literacy; therefore, I included it on the Data Wish List portion of the document. In professional learning teachers have a great deal of input in crafting the school improvement plan. However, with so few teachers aware of the ITSE standards for teachers and students, the School Improvement Plan neglects to include their guidelines.
I have learned what you don’t know can work against you. Collecting all the data sources in one place gives a good perspective of where we are and what we need to do next. When I share this document in our next professional learning, it will have an impact on school improvement as it can be used to start conversations about drilling down data, addressing a vision for technology and embedding technology integration for student learning. Additionally, I would like to see teachers introduced to the Indicators for Engagement Learning and LoTi Frameworks.
Boudett, Kahtryn Parker. (2013). Data wise: a step-by-step guide to using assessment results to improve teaching and learning. Revised and expanded ed. Cambridge MA: Harvard Education Press.