Laila Taylor

ITEC Portfolio Artifact Reflection

Standard 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.
1. Briefly describe the artifact and the context in which it was created. What was/were
your individual contribution(s)?
This artifact is a Data Inventory for Hahira Middle School that I created in March of 2016
for ITEC 7305. The artifact addresses all of the areas of data sources that Hahira Middle
school currently has access to and systematically categorize them. The data inventory
was used to collect the various ways that HMS can measure student learning. I worked
with the Data Team to collect all of the assessments that we have access to.
2. Explain how this artifact demonstrates mastery of the standard/element under which it
is placed.
The Data Inventory that I completed for my school was used as the initial basis when
looking into what data we have at my school that can give teachers/ administrators a
comprehensive understanding of what is and is not working to increase student learning.
The Data Inventory labels each data source, the dates at which the data was collected,
which grade level and content area the data assess, who has access to the data, current use
for data, and a more effective use for the data. I was able to meet with the data team at
my school which consists of the academic coach, and five academic teachers from all
grade levels and content areas. The Data team and I looked at all of the areas of data that
we look at to determine student learning and look at areas of weakness in the school.
Most of the Data sources in the Inventory are diagnostic and summative assessments.
The formative assessments are supposed to be looked at during grade level academic
meetings which are held every Wednesday. However, one of the weaknesses that we
found were that there was no set expectations which led to few meetings actually taking
place. The Data Inventory also addressed areas where technology could be put into place
to logistically help these meetings take place when everyone does not have a common
planning time by using Google Sheets and commenting directly on the data spreadsheets.

Laila Taylor

ITEC Portfolio Artifact Reflection

3. What did you learn from completing this artifact? What would you do differently to
improve the quality of the artifact or the process involved in creating the artifact?
I learned a great deal when completing this artifact because this was the first time I had
looked a data for my school beyond my classroom and subject area. I met with the Data
Team committee and asked questions about what we actually use the data for at our
school. This was very interesting to me because sometimes as a class room teacher the
vision for the school or initiatives that are put in place do not make sense. However,
looking at the overall needs of the school based on all of the data made me aware of the
whys to some of the initiatives put in place. One area that I would do differently would
be to look at how the committee could communicate the results that are found with the
teachers in a safe and productive manner.
4. How did the work that went into creating the artifact impact school improvement,
faculty development, or student learning? How can the impact be assessed?
The HMS Data Inventory artifact that I created was used by the Data Team at my school
as a launching off point for the committee to look at the Georgia Milestones data. There
were some thought provoking comments made during our meetings. I am on the
technology team at my school and we have created a resource page or wiki for teachers to
use and share educational resources with each other. I was able to share some of the data
sources observed in the inventory on the resource page with the entire faculty. Formative
assessment data is going to be a priority for next years PL meetings where
documentation will be required.