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. (PSC 2.7/ISTE 2g)
Artifact: data action plan
Reflection:
This artifact, the data action plan, was created in EDL 7315 Data Analysis School Leaders during the Spring 2020 semester, which was a substituted class for ITEC 7305. For this artifact, I created a data action plan for my school to follow based on the SMART goal As measured by the Spring 2021 Georgia Milestones Assessment (GMA), economically disadvantaged (ED) students will increase the percent of students proficient or distinguished in ELA from 29% to 34%.
The information to create the SMART goal came from the 2018-2019 GMA data. The teachers will bring examples of student work to collaborative planning meetings related to the strategies that have been learned about in the book study. I will facilitate teachers sharing successes and challenges with the various strategies implemented with economically disadvantaged students. I will model a reasonable response as teachers continue to discuss and ideas are charted. The diagnostic assessments used will be DIBBLES. Teachers will use the fluency data to place students into groups. For the formative assessment data, the teachers will administer the Reading Inventory (RI) four times a year, August, October, January, and May. Students will take the GMA in April 2021 which will represent their summative assessment. All tests give are on computers, which measure student learning and technology literacy. Without proper technology literacy, students will not have success during the administration of all the assessments given.
The process of completing this artifact was a meaningful learning experience for several reasons. I learned the proper technique in creating a SMART goal, which needed to be completed through the data collected and presented to my administrators. The data plan showed me that there are several individuals who assist in making the plan work. I am not an administrator, so my administrators have the be the individuals responsible for making teachers accountable. Having created this plan, I also feel accountable for the outcome. If I could have done one thing differently, it would have been to present this information to my administrative team. Due to unforeseen circumstances, I sent the information to my administrative team to review and make the dates for the 2020-2021 school year, knowing that the GMA will not take place during the 2019-2020 school year.
This artifact impacts school improvement by showing teachers and administrators how we plan on improving our instruction and how we can meet our SMART goal. The data plan shows who is responsible for what parts and how we will assess students and measure success. The data plan can be assessed by the DIBBLES scores, RI scores, and the 2021 GMA scores. Depending on the outcomes will depend on the success of the plan.
This artifact, the data action plan, was created in EDL 7315 Data Analysis School Leaders during the Spring 2020 semester, which was a substituted class for ITEC 7305. For this artifact, I created a data action plan for my school to follow based on the SMART goal As measured by the Spring 2021 Georgia Milestones Assessment (GMA), economically disadvantaged (ED) students will increase the percent of students proficient or distinguished in ELA from 29% to 34%.
The information to create the SMART goal came from the 2018-2019 GMA data. The teachers will bring examples of student work to collaborative planning meetings related to the strategies that have been learned about in the book study. I will facilitate teachers sharing successes and challenges with the various strategies implemented with economically disadvantaged students. I will model a reasonable response as teachers continue to discuss and ideas are charted. The diagnostic assessments used will be DIBBLES. Teachers will use the fluency data to place students into groups. For the formative assessment data, the teachers will administer the Reading Inventory (RI) four times a year, August, October, January, and May. Students will take the GMA in April 2021 which will represent their summative assessment. All tests give are on computers, which measure student learning and technology literacy. Without proper technology literacy, students will not have success during the administration of all the assessments given.
The process of completing this artifact was a meaningful learning experience for several reasons. I learned the proper technique in creating a SMART goal, which needed to be completed through the data collected and presented to my administrators. The data plan showed me that there are several individuals who assist in making the plan work. I am not an administrator, so my administrators have the be the individuals responsible for making teachers accountable. Having created this plan, I also feel accountable for the outcome. If I could have done one thing differently, it would have been to present this information to my administrative team. Due to unforeseen circumstances, I sent the information to my administrative team to review and make the dates for the 2020-2021 school year, knowing that the GMA will not take place during the 2019-2020 school year.
This artifact impacts school improvement by showing teachers and administrators how we plan on improving our instruction and how we can meet our SMART goal. The data plan shows who is responsible for what parts and how we will assess students and measure success. The data plan can be assessed by the DIBBLES scores, RI scores, and the 2021 GMA scores. Depending on the outcomes will depend on the success of the plan.