2.

7 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.

Description

The Data Inventory artifact created for ITEC 7305 Data Analysis & School Improvement

course was designed to evaluate the effective use of various assessments to measure student

learning and technology literacy. In creating a data inventory, I was able to provide a summary

of the types of data collected within our school. This inventory includes both external and

internal data sources. External data sources refer to district level assessments and internal data

sources refers to local school based assessments. The last types of data sources included were

student centered which refers to socioeconomic status, ethnicity, gender, disability, attendance,

etc. Finally, included in the inventory was a data wishlist section that allowed for collaboration

as well as made the inventory a living document.

Identifying the available data sources through the inventory provided a clear map to

where the source came from, how it was currently being used, and a more effective use. To

create this inventory, I evaluated many areas within Shallowford Falls Elementary (SFE)

school’s school improvement plan (SIP). Using the SIP provided clear understanding of what

and how we were using the data assessments available as well as provide some insight as to best

ways to utilize these sources to increase student achievement.

Standard Mastery

The Data Inventory artifact demonstrated my mastery of the standard through providing

the SFE staff with a clear picture of what assessments are being utilized throughout their school.

From creating this artifact, we were able to evaluate the data sources currently in practice and
eventually suggest better practices through digital assessment tools to provide various

measurements of student performance.

With the creation of the Data Inventory I was able to facilitate staff discussions regarding

the effective use of diagnostic, formative, and summative assessments currently in use. These

discussions resulted in a deeper look into these various forms of assessment to determine if they

were being utilized effectively and how we could better utilize the information gained from these

results. The information we decided we would like to see represented in our various assessment

methods provided a foundation for the data wishlist section of the inventory. One area that we

felt needed to be reexamined was assessing our effective use of technology-enhanced instruction.

By completing this inventory I was able to model and facilitate appropriate uses for the

assessments currently being collected as well as assist in producing conversation in regards to

how to best utilize these methods.

Learning Gained

In creating the Data Inventory artifact, I gained new insights to the need for effective

assessments to measure student learning and technology literacy. Through this inventory it was

evident that our assessment measures need to be reexamined to evaluate the technology use in

instruction in order to better develop student technology literacy. Many of our assessments are

paper and pencil or paper-based assessments that require redevelopment in order to assess the

technology literacy that is required for students to be successful.

In reflecting on the creation of this artifact, I would like to have spent more time with the

staff members in grade level meetings to gain a better understanding of how to best change our

methods to serve our students’ technology literacy needs. Since students possess different skills

at different learning levels, meeting with grade level teams would provide a deeper
understanding of the best ways to assess their students. In conducting these meetings, I feel that

the information gained would help me to create a larger picture for the most effective uses of our

assessments.

Impact on School Improvement, Faculty Development, or Student Learning

Considering what assessments we already have in place allows for our faculty to see that

these assessment are not just one more thing to do, but a means of collaboratively unifying our

school to increase student learning experiences and technology literacy (Boudett, K., City, E., &

Murnane, R, 2015, p.25). Having a starting place to see which assessments are already in place

and which need improvement has a profound impact on student learning and school

improvement. Assessments should measure what we need them to measure as well as inform our

instruction, therefore this artifact will impact all three areas mentioned.

References

Boudett, K. P., City, E. A., & Murnane, R. J. (2015). Data wise: A step-by-step guide to using
assessment results to improve teaching and learning. Harvard Education Press.