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.

In order to complete the Data Inventory, I had to analyze the assessments our school

gives on a yearly basis. This included gathering data on formative and summative assessments

and analyzing their ability to measure student learning and technology literacy. I was asked to

note what assessments our students take, the dates those assessments are given, the content areas

they assess, which students are being assessed, and what the data is currently being used for, and

determine if there is a better use for the data gathered. This was an individual assignment that I

completed independently, but in order to get access to our assessment schedules and assessments

that are given outside of my classroom, I collaborated with our school’s assistant principal of

instruction (API). The goal of the assessment was to analyze current assessments and determine

the effectiveness of their use.

While completing the Data Inventory, I was tasked with analyzing the current

effectiveness of our use of the data we gather from all our assessments. I worked closely with the

administration to review the current assessment (summative, formative, and diagnostic) and

learned how we use the data we get from those assessments to influence teaching and learning at

our school. We found that while the data we gather is in fact effectively used to guide

instruction, there was no real assessment given to determine data literacy or the effectiveness of

digital tools and resources; aside from those given during the end of the year to select students as

a form of remediation.
 As I completed this artifact, I learned that our data is being collected and used for so

much more than just giving it to teachers to guide their instruction. I was under the impression

that data was taken to assess student learning and teacher effectiveness. After working with our

API, I learned that the data is also used to determine what programs we purchase for our school

and which students receive extra assistance by being placed in remedial classes. While this

information was useful to me as a classroom teacher, in the future, I would make slight changes

to the Data Inventory artifact. I would be sure to include programs we use aside from the end of

the year formative assessments. I did not include programs like “iReady, IXL, or Common Lit”,

when I completed the artifact, thus not determining their effectiveness in the classroom.

The impact of the Data Inventory is one that is in constant motion. Working with our API

allowed me insight into the behind scenes of program selection in our school. As she looks at

scores and talks with teachers about these programs, she determines if these programs are

effective or not. The impact can be assessed by what programs we choose to use in the school,

how often these programs are used in the classroom, and how many years these programs remain

a part of our instruction.