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.

This artifact, the Data Inventory was completed for Elkins Pointe Middle School (EPMS). In order
to complete this data inventory, I worked with the school administration and the data coach to gather
accurate data from the necessary sources of data. This data inventory contains a list of the data sources
from EPMS, the content area for each source, the dates of data collection, the students that were
assessed, who has access to the information, how that information is currently being used to drive
instruction, and suggestions for more effectively using the data to support student growth.

This artifact models and facilitates best practices in diagnostic and formative assessment as it
makes suggestions for best practices in using the data to drive instruction and increase student growth.
As I worked through the data inventory, I was able to demonstrate my ability to use diagnostic,
formative, or summative assessment to drive instruction and improve school data as I made
suggestions for best uses. Working through this assessment, I was given access to several different data
points, some of them proving more effective in driving effective change in the school. At this time, as
the school is focusing on increasing student literacy scores, the most effective use of diagnostic and
formative assessment at EPMS comes from the iReady literacy testing. This assessment helps to
measure student learning and technology literacy as they work through the assessment weekly. This
data can be used by teachers to personalize student learning tasks and more effectively providing
effective learning opportunities for all students.

I think if I were to complete the data inventory for EPMS again, I would begin with the teachers.
I would first be interested in hearing from them about the time they spend with the various
assessments. I always find it interesting that the amount of time spent preparing in the classroom does
not always match the amount of time given to that particular assessment in instructional time. At EPMS
there is a required amount of time for each student to actively participate with the iReady assessment
platform each week. But I do not believe that as much time is devoted to teachers ensuring that this
data is driving instruction. I would like to work with teachers and find out which diagnostic tools will
best serve to improve their instruction and better personalize student learning.

This artifact impacted student growth, faculty development, and school improvement. Using a
data inventory can help all stakeholders understand which assessments are driving instruction. By using
a data inventory, school officials can identify the most effective assessment tools and help lead change
to ensure that assessment practices meet the assessment goals. By better understanding which
assessments are in place, and how they should drive instruction, faculty will be better prepared to use
data effectively to personalize student learning. And finally, as assessments become more effective, and
as teachers improve their instruction based on assessment data, students will benefit from instructional
practices improved and based in research and effective dada collection.