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:
During the ITEC 7305 class, I developed a Data Inventory. This inventory was a break down of all of the programs and tools that we use for assessment and data collection. I was able to receive guidance and support on this assignment from my administration and academic coach. At North LaFayette, we currently use many different tools for benchmark assessments. We have online programs, such as Reading Wonders, Maps, Study Island, and Keenville. We also have DIBELS, DRA, Ikan, and Gloss that are paper assessments. We also have the Georgia Milestones Assessment data that we use for future school year planning. There are other assessments that are used as well, but these are a few of the main ones to be named.
Standard 2.7, Assessment, is developed for candidates to be able 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. Throughout this data inventory I modeled my ability to research, understand the importance of, and use assessments in my instruction. I was also able to facilitate the GA Milestones Assessment, as well as DIBELS assessments for a teacher who was on maternity leave. As a PE teacher, I do not give most of these assessments, but I am able to use formative and summative assessments of my own to show student achievement. I was also able to learn a lot of information about the diagnostic, formative, and summative assessments that we use at North LaFayette. We use these tools to measure benchmarks, student improvement throughout the suggested time, and decide whether grade level expectations are being met.
I learned a lot about the different assessment tools we use at North LaFayette, and what they are used to measure. If I had to do anything differently on this assignment, I would make sure that I was able to ask more questions about the programs that I was not as familiar with. For example, I had no clue that our Kindergarten-Second grade was using a program called, “June Richardson’s Guided Reading Inventory Assessments.” I did not ask many questions about this program, so I’m still not confident that if needed I could use this tool in the classroom.
This activity was a great learning experience for me. It was a great way to show the variety of tools we have to use at NLE. We also need to make sure for future purposes that all of our staff are aware of the programs and tools that we are using. Student learning is improving because teachers have the necessary information to make academic decisions and plan for differentiation. The impact of this assignment is assessed each time that one of these tools is used in the classroom. These tools are a great resource for teachers, and they answer a lot of questions that teachers may have about their students.