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)

Reflection
In this standard, candidates are required to model and facilitate usage of
date whether the data is formative or summative. The data used needed to
display student learning, technology literacy, and use of tools. The artifact that
helps displays effective data usage is the data inventory. The data inventory
displays data sources, content areas, study groups, time frames, and
accessibility. During the inventory, I learned the many ways in which BallardHudson conducts data and the ways we use the data. I learned how accessible
the data is to all school personnel, and I also acquired information that could be
very useful to classroom teachers, administrators, and parents. Not only was I
able to learn how to use the data, but I also had the opportunity to manipulate,
create, and conduct my own assessments that I facilitated and modeled to others
within the Social Studies Department.
The process in conducted a data inventory was very simplistic, focused,
and scripted; however, I would change the artifact itself to improve the quality. If I
were someone on the outside looking in, I would find it rather difficult to get a
clear picture of data usage within the school based upon the data inventory. I
would change the artifact in that it was much more detailed, I would explain each
data tool, and I would break information down by domains and sub groups. I
would also further elaborate on other student information system usage; for
instance, Infinite campus is a SIS that is used daily to collect important data on
students.
The work that I put into creating the artifact impacted the school in many
ways. The Data inventory gave a great overlook of the types of assessments
used within the building, who has access to the data, and other useful date. The
school improvement plan used the data to help formulate areas of strengths and
weaknesses in the school. By knowing they type of data instruments used within
the school, ways to utilize data, and an accessible resource the data inventory
also impacted student learning. The faculty was also impacted through
professional developments on assessment online administration. I had the
opportunity to facilitate many professional development on the basic skills and
knowledge of schoolcity, classroom assessments, and district wide online
assessments.
The impacted can be described as very successful. Throughout the year,
teachers are more fluent in the process of not only utilizing online administration,
but also teachers are comfortable creating most classroom assessments with
digital resources and other technology tools. Such programs such as safari

montage, nearpod, schoolcity, and gofar are frequently assessment tools used
throughout the building and across curriculums.