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:
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Reflection:
The ITEC 7305 Data Analysis and School Improvement course assigned a Data Inventory project which will serve as one of the artifacts for Standard 2.7. The other artifact for 2.7 is the Coaching Journal for ITEC 7460. The Data Inventory for my school includes multiple data resources at GACA. For this assignment, I researched and gathered data from a variety of sources, complied the relevant information. The Coaching Journal included communication and collaboration with a colleague and assisting her technology coaching using a partnership approach.
Standard 2.7: Assessment, established the expectations that the artifact explains how I model and facilitate the effective use of diagnostic, formative, or summative assessments. It also should explain my ability to use digital assessment tools and resources to measure student learning and technology literacy. The Data Analysis of GACA includes numerous digital diagnostic, formative, and summative assessments. As a 7th grade teacher at GACA, I use many of the digital tools and resources listed on the Data Analysis to measure student learning and technology literacy. I facilitate student preparation for the Georgia Milestones. I model and facilitate student use of and measure student learning and technology literacy with USA TestPrep, SLDS Benchmarks, LMS Assessments and teacher created assessments. I measure student learning during Curriculum Based Assessments documented in Teacher Logs and supported the Counseling and Language Arts departments by conducting reading fluency tests. The Coaching Journal illustrates my ability to model and facilitate the effective use of diagnostic, formative, or summative assessments while coaching the new employee at my school on how to assess her students using the digital assessment GoFar, which is an SLDS benchmark program.
While completing these artifacts, I learn about the large number of assessments and data that our school gathers on students. I was surprised. I also learned that because Social Studies and Science are not currently tested for 6th and 7th grades that there is no Georgia Standards of Excellence-based item correlation in the school LMS assessment system for those subjects. To improve the quality of the artifact, I would have collected and included more information on data for ELLs and students with IEPs.
The work that went into creating the artifact impacted faculty development and student learning. Faculty development was impacted because my colleague learned how to assess her students using GoFar. The artifact impacted student learning by indicating a variety of means for student to display growth and or mastery of content The impact on student learning was assessed by a teacher designed assessments, assessments in the LMS, vendor supplied assessments, and standards-based benchmarks.
Standard 2.7: Assessment, established the expectations that the artifact explains how I model and facilitate the effective use of diagnostic, formative, or summative assessments. It also should explain my ability to use digital assessment tools and resources to measure student learning and technology literacy. The Data Analysis of GACA includes numerous digital diagnostic, formative, and summative assessments. As a 7th grade teacher at GACA, I use many of the digital tools and resources listed on the Data Analysis to measure student learning and technology literacy. I facilitate student preparation for the Georgia Milestones. I model and facilitate student use of and measure student learning and technology literacy with USA TestPrep, SLDS Benchmarks, LMS Assessments and teacher created assessments. I measure student learning during Curriculum Based Assessments documented in Teacher Logs and supported the Counseling and Language Arts departments by conducting reading fluency tests. The Coaching Journal illustrates my ability to model and facilitate the effective use of diagnostic, formative, or summative assessments while coaching the new employee at my school on how to assess her students using the digital assessment GoFar, which is an SLDS benchmark program.
While completing these artifacts, I learn about the large number of assessments and data that our school gathers on students. I was surprised. I also learned that because Social Studies and Science are not currently tested for 6th and 7th grades that there is no Georgia Standards of Excellence-based item correlation in the school LMS assessment system for those subjects. To improve the quality of the artifact, I would have collected and included more information on data for ELLs and students with IEPs.
The work that went into creating the artifact impacted faculty development and student learning. Faculty development was impacted because my colleague learned how to assess her students using GoFar. The artifact impacted student learning by indicating a variety of means for student to display growth and or mastery of content The impact on student learning was assessed by a teacher designed assessments, assessments in the LMS, vendor supplied assessments, and standards-based benchmarks.