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
Working on the Data Inventory for my school was a very rewarding experience. After spending eight years at my school as the technology teacher, I was very surprised to see how much I did not know about how we use data and assessments at my school. I had to do research to gather what I needed, and then research has really informed me on numerous projects sense. There is no way you can properly assess something until you have a good foundation on what it is that you need to assess. The Data Inventory project had us gather all the assessments that we conduct annually on our students and assess how well we were utilizing technology to conduct those assessments. I conducted all the research that was required to create the Data Inventory for my school.
Standard 2.7 Assessment, has 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. By taking a data inventory and assessing the effectiveness of technology to measure student learning, I modeled and facilitated effective uses of a technology coach. One of the most important parts of being a technology coach is to facilitate effective initiatives that are used by a school or district to measure and improve student learning and student learning needs. By taking an inventory, you are created a solid foundation, on which you can measure effectiveness and model assessments and initiatives going forward. As I mentioned, this was a critical project in my training as a technology leader. I now have a base to diagnose, measure, and develop educational technology, whether it is applied to my personal classroom, or to a school or district. By focusing on what assessments, we were conducting, and how we were conducting them, I was able to see where we were succeeding, but also where we needed improvement. Interestingly, many of the gaps I noted have been filled over the past year and a half district wide. Cobb County Schools now has a 1:1 initiative in place, yet we have not got to the end of the school year yet, so I am interested to see how the laptops will be utilized in our Milestones test. By taking time to reflect on initiatives, it just shows how improvements can be made going forward. I enjoyed working on this project and found it to be very influential on succeeding projects and artifacts.
By completing this artifact and reflecting on how my school and district was utilizing assessments, as well as technology, I gained knowledge and experience that help make me a more effective technology leader. Before I worked on this project, I did not have a clear picture of what needs my school and district had, therefore limiting my ability to suggest change. A big part of this project was studying effective ways to assess the technology use and initiatives that are research-based and important to all educators. My biggest regret is that it took me as long as it did in my educational career to see the importance of gathering, analyzing, and improving assessments, as well as how technology plays a role in these assessments. Assessment and measurement are such a critical part of education these days. All technology leaders need these skills to be an effective technology leader in the field of education.
The Data Inventory artifact that I created, and the insight provided by it can be used by my school, specifically a technology committee to drive innovation in the years to come. Using the Data Inventory, the committee and administration of McClure Middle School can effectively measure and analyze initiatives used to measure and improve student growth. The information provided by the Data Inventory can also be used to improve instructional practices by the faculty and initiatives conducted by our administration to improve our ability to learn and teach.
References
Cobb County School District. (2018, August 6). 2018-2020 CCSD TECHNOLOGY PLAN [PDF]. https://sbcobbstor.blob.core.windows.net/media/WWWCobb/fgg/5/%20Technology%20Plan.pdf.
Georgia Department of Education. (2019, August 26). 2018-2021: 3 Year Technology Plan [PDF]. https://www.gadoe.org/Technology-Services/Documents/Technology%20Services%203%20Year%20Plan%20REV%2008_26_2019.pdf.
Love, N. (2008). The data coach's guide to improving learning for all students: Unleashing the power of collaborative inquiry. Corwin Press.
Middle School. (n.d.). McClure Middle School 2018-2019 Strategic Plan [PDF].
https://sbcobbstor.blob.core.windows.net/media/WWWCobb/medialib/2b664214021.pdf.
Roblyer, M.D., & Hughes, J. E. (2019). Integrating Educational Technology into Teaching: Transforming Learning Across Disciplines. Pearson. (Original work published 2010).
Standard 2.7 Assessment, has 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. By taking a data inventory and assessing the effectiveness of technology to measure student learning, I modeled and facilitated effective uses of a technology coach. One of the most important parts of being a technology coach is to facilitate effective initiatives that are used by a school or district to measure and improve student learning and student learning needs. By taking an inventory, you are created a solid foundation, on which you can measure effectiveness and model assessments and initiatives going forward. As I mentioned, this was a critical project in my training as a technology leader. I now have a base to diagnose, measure, and develop educational technology, whether it is applied to my personal classroom, or to a school or district. By focusing on what assessments, we were conducting, and how we were conducting them, I was able to see where we were succeeding, but also where we needed improvement. Interestingly, many of the gaps I noted have been filled over the past year and a half district wide. Cobb County Schools now has a 1:1 initiative in place, yet we have not got to the end of the school year yet, so I am interested to see how the laptops will be utilized in our Milestones test. By taking time to reflect on initiatives, it just shows how improvements can be made going forward. I enjoyed working on this project and found it to be very influential on succeeding projects and artifacts.
By completing this artifact and reflecting on how my school and district was utilizing assessments, as well as technology, I gained knowledge and experience that help make me a more effective technology leader. Before I worked on this project, I did not have a clear picture of what needs my school and district had, therefore limiting my ability to suggest change. A big part of this project was studying effective ways to assess the technology use and initiatives that are research-based and important to all educators. My biggest regret is that it took me as long as it did in my educational career to see the importance of gathering, analyzing, and improving assessments, as well as how technology plays a role in these assessments. Assessment and measurement are such a critical part of education these days. All technology leaders need these skills to be an effective technology leader in the field of education.
The Data Inventory artifact that I created, and the insight provided by it can be used by my school, specifically a technology committee to drive innovation in the years to come. Using the Data Inventory, the committee and administration of McClure Middle School can effectively measure and analyze initiatives used to measure and improve student growth. The information provided by the Data Inventory can also be used to improve instructional practices by the faculty and initiatives conducted by our administration to improve our ability to learn and teach.
References
Cobb County School District. (2018, August 6). 2018-2020 CCSD TECHNOLOGY PLAN [PDF]. https://sbcobbstor.blob.core.windows.net/media/WWWCobb/fgg/5/%20Technology%20Plan.pdf.
Georgia Department of Education. (2019, August 26). 2018-2021: 3 Year Technology Plan [PDF]. https://www.gadoe.org/Technology-Services/Documents/Technology%20Services%203%20Year%20Plan%20REV%2008_26_2019.pdf.
Love, N. (2008). The data coach's guide to improving learning for all students: Unleashing the power of collaborative inquiry. Corwin Press.
Middle School. (n.d.). McClure Middle School 2018-2019 Strategic Plan [PDF].
https://sbcobbstor.blob.core.windows.net/media/WWWCobb/medialib/2b664214021.pdf.
Roblyer, M.D., & Hughes, J. E. (2019). Integrating Educational Technology into Teaching: Transforming Learning Across Disciplines. Pearson. (Original work published 2010).