Claire

Mracek

2.7 Reflection
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
The Data Inventory was created as a compilation of data sources used within my school
to collect student data. This project pushed me to reflect on the different tools used to
collect data and compile it into one spreadsheet. This inventory includes the type of data
collected, the content area, grade level assessed, the assessment administrator, the ways
the data is currently used, and ways the data could be used more effectively.
Standard 2.7 states that the candidate models and facilitates 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. As a
technology leader, it is imperative to identify the types of assessments and data collection
tools used within a school, analyze their strengths and weaknesses, and make changes to
them as needed. It is important to stay current on the ways your school gives assessments
and uses its data to best measure student learning. By creating this Data Inventory, I
modeled and facilitated the effective use of diagnostic, formative, and summative
assessments by identifying the different assessment tools used across the school in all
content areas. Once I identified those tools, I analyzed when the assessment took place
during the school year for each grade level. This is important because it provides an
assessment schedule for the school at large. I also spent time evaluating the current use of
each assessment tool in its efforts to measure student learning. This was an extremely
important step because it highlighted the assessments that collect both formal and
informal data. Through this evaluation process, I was able to pinpoint ways that the tools
and data collection could be used more effectively in order to measure student learning
and technology literacy.
I found this project to be extremely beneficial because it created a living document that
identifies the various assessment tools used at my school. This was an eye-opening
experience because it allowed me to see how various assessments spiral across grade
levels and others are used independently. I continue to understand that leadership requires
reflection in order to offer effective suggestions for improvements.
This field experience impacted school improvement, faculty development, and student
learning because it led to the production of an inventory list. Others can view this list to
analyze how data is being collected across the school and how we can use this data more
effectively. It may also spark others interest to use data in new ways, in order to improve
student learning.