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.
Artifact
Reflection:
This artifact, Data Inventory, was developed during the Data Analysis and School Improvement course. Standard 2.7 states that 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. The data inventory shows all types of data that is available for Darlington Upper School division. The data inventory consisted of data source, content area, dates of collection, students assessed, accessibility, current data use, and more effective use
To confirm mastery of this standard candidate must be able to show they can effectively use assessment data to measure student learning. The data inventory lists the different tests that are given at the upper school and how they are used for student learning. For example, the “Learning Styles Inventory” test is given to all 9th grade students, as well as new students to determine a student’s learning style as well as help with student placement. In the data inventory I was able to facilitate an effective use of this data by making the suggestion to improve student learning by sharing this data with teachers so they can adjust their teaching methods for all learning styles, therefore showing mastery of this standard.
This project gave me the opportunity to see just how many assessments that were given at Darlington Upper School. This gave me the opportunity to evaluate all the distinctive ways my school assess their students and how these assessments are being effectively used for data analysis. Then it provided me the opportunity to make more suggestions on how this data is not being used and improvements on using data for teaching and learning ideas and curriculum improvements. Some of the suggestions that I made were for teachers use data from the learning styles inventory to understand their student’s learning styles and adjust their teaching to accommodate. For instance if the data shows that a student would learn better with more visuals the teacher could add some videos or pictures to enhance their instruction. For the English proficiency test for international boarding students, I made the suggestion that the student be retested after a few months of being enrolled in the ESOL (English is a Second Language) program to see if any progress had been made.
This project impacted my school because I am now able to pull assessment data from my school and use it effectively to make suggestions for technology integration and school improvement. By making this assessment data more available to more faculty members and making suggestions to administrators on how to use the data effectively, the school is in the right direction of making improvements in teaching and learning.
To confirm mastery of this standard candidate must be able to show they can effectively use assessment data to measure student learning. The data inventory lists the different tests that are given at the upper school and how they are used for student learning. For example, the “Learning Styles Inventory” test is given to all 9th grade students, as well as new students to determine a student’s learning style as well as help with student placement. In the data inventory I was able to facilitate an effective use of this data by making the suggestion to improve student learning by sharing this data with teachers so they can adjust their teaching methods for all learning styles, therefore showing mastery of this standard.
This project gave me the opportunity to see just how many assessments that were given at Darlington Upper School. This gave me the opportunity to evaluate all the distinctive ways my school assess their students and how these assessments are being effectively used for data analysis. Then it provided me the opportunity to make more suggestions on how this data is not being used and improvements on using data for teaching and learning ideas and curriculum improvements. Some of the suggestions that I made were for teachers use data from the learning styles inventory to understand their student’s learning styles and adjust their teaching to accommodate. For instance if the data shows that a student would learn better with more visuals the teacher could add some videos or pictures to enhance their instruction. For the English proficiency test for international boarding students, I made the suggestion that the student be retested after a few months of being enrolled in the ESOL (English is a Second Language) program to see if any progress had been made.
This project impacted my school because I am now able to pull assessment data from my school and use it effectively to make suggestions for technology integration and school improvement. By making this assessment data more available to more faculty members and making suggestions to administrators on how to use the data effectively, the school is in the right direction of making improvements in teaching and learning.