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.

Reflection

The Data Inventory was written to identify my schools current diagnostic, formative, and summative
assessments of student learning and technology literacy. In this inventory, I compiled all of the schools
assessments, identified the content areas and grade levels they addressed, when they are given, who has
access to the data provided by each assessment, the current use of the data, and a more effective use of the
data. I also listed other student-level information that the school collects, along with data that would
benefit the school. I completed this project independently.
Standard 2.7, Assessment, establishes the expectations for candidates 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. This artifact demonstrates my
mastery of this standard through the suggestions I provided in the column titled, More Effective Use.
In this column of the Data Inventory, I explain how the currently collected data could be more effectively
used as diagnostic, formative, and summative assessments to measure student learning and technology
literacy. This information demonstrates how I plan to model and facilitate the improved use of school
assessments. My Data Inventory also goes into specifics about how I would better use digital assessment
tools and resources to measure student learning and technology literacy. For example, I describe how I
would compile various data sources to create complete student profiles. I also discuss how data from the
schools online instructional programs, like Skills Tutor and RAZ-Kids, would be better used if the
information recorded on the programs was used to create flexible intervention groups based on common
needs.

Completing this Data Inventory taught me to look at the data currently being collected in the school,
before jumping to the decision that another assessment needs to be created and administered. Teachers
are already extremely busy with the business of facilitating student learning, so if we can improve upon
the ways we use current data, rather than adding new assessments to teachers plates, we save time for
teaching and make our teaching more meaningful.
In the future, I would like to move forward with the improved uses of data I suggested in the Data
Inventory. I would like time to collaboratively design an electronic form to collect student data as a
complete student profile with a team of teachers. This electronic compilation of data would be beneficial
for teachers as they try to gain understanding about each of their students, close gaps, and provide precise
instruction to the highest areas of need.
The work that went into creating this artifact will impact school improvement. The school does not
currently have an electronic data space to compile the plethora of data we have about our students. This
project will improve teachers and administrators access to data, therefore making it more likely to be
utilized to make important decisions about teaching and learning.