Claire Self

Standard 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. (PSC 2.7/ISTE 2g)

As part of the Data Analysis and School Improvement course, I had to complete a Data
Inventory that looked at all of the data my school currently collects and how we use that
data. I looked at the variety of different data we collect, the subject area that data is
collected in, as well as who looks at it, when we collect it, and why we collect it.
As I looked at the data, I could see that this school year we have made a concerted
effort to start using more technology and different types of data to analyze student
progress. In years past, we focused solely on summative assessments in the form of
end-of-course assessments and end-of-pathways assessments. All summative
assessment data is available to all teachers through the online student platform.
Teachers are able to access all testing data collected on each student and use that to
better inform their instructional decisions.
This year we starting looking at diagnostic tests for freshmen to help identify students
that needed more help in reading and math. We also started using an online testing
system to formatively assess students throughout all courses to determine student
growth and help teachers differentiate more in the classroom. It is unfortunate that up
until this year some of these types of assessments have been unavailable. Analyzing all
the ways we measure student learning made it apparent that we have the digital
tools available and need to use them more effectively. It also made it apparent that we
need to find a way to measure each students technology literacy. Currently, this is
part of our school improvement plan but it is not being measured other than through
teacher observations.
After completing the Data Inventory, it was clear that our school needs to do more with
technology and student data. Administration is taking steps towards using student data
more effectively by focusing professional learning on the tools we have available. If I
could complete this assignment over, I would interview teachers in all departments to
see what they do to assess students. I focused on major assessments for students when
I should have taken a closer look at what the individual departments do because it is
likely they use more diagnostic and formative assessments than what I had information
on.
Completing the Data Inventory impacted faculty development. When I completed this
inventory, it was clear there were some underutilized tools available to us. I spoke with
administration and they had already identified some of these same weaknesses. I was
able to add a different perspective and help give them insight based on my specific
department. As a school, if we can analyze and use student data better we will be able
to impact and help more students be successful.