2.8 Data Analysis
Candidates model and facilitate the effective use of digital tools and resources to systematically collect and analyze student achievement data, interpret results, communicate findings, and implement appropriate interventions to improve instructional practice and maximize student learning. (ISTE 2h)
Artifact:
Data Overview
Data Overview
Reflection:
The artifact that I selected to represent this standard was the Data Overview I produced for ITEC 7305. This assignment required me to collect, analyze, and interpret student achievement data. I began collecting demographics of my school, district and state and one comparable school students. Further to complete the Data Overview, I accessed CRCT data for the past three years for my school, Fulton County, the state of Georgia, and two comparable area schools. I analyzed this data to compare my school with the state, district, and surrounding schools. I also used the data to identify strengths in student achievement at my school and to suggest areas for growth based on identified weaknesses.
For this analysis, I accessed CRCT data from the Governor’s Office of Student Achievement website. As the 2014 CRCT results had not been released, I analyzed the 2013 achievement data for the 2013 8th grade class across the five institutions listed above. In reviewing the data a majority of the students at my school scored in the Meets or Pass range for these three tests. The number of students who failed these tests declined over all three of the years I examined. Through the analysis of this data, I used Excel to create visual representations of the data and PowerPoint to use as a communication tool to communicate the findings of this analysis.
The artifact demonstrates my ability to model and facilitate the use of digital tools and resources to collect, analyze and interpret student achievement data. The artifact demonstrates use of various digital school resources, communication with administrators and data bases to collect CRCT data on school and district performance and demographic changes over the last three years. I further analyzed the test scores at a deeper level within specific stands to help to determine appropriate implementation interventions at my own school.
What I learned through the completion of this artifact is that I actually enjoyed collecting and analyzing this data. I also learned the importance of analyzing disaggregated data to pinpoint areas for growth. Data can reflect high growth or a high achieving school. However without digging deep into the data the achievement gaps within the subgroups could be missed.
The work that went into creating this artifact will positively impact student learning. The use of the data, as this artifact and reflection illustrate, will assist in identifying student learning problems. I will present this data to the faculty in order to begin the work of closing the identified gaps. The impact of this will be assessed in student formative and summative assessments throughout the year and by analyzing our achievement data on state tests to determine growth. This experience will impact school improvement by helping to drive change within the school next year.
The artifact that I selected to represent this standard was the Data Overview I produced for ITEC 7305. This assignment required me to collect, analyze, and interpret student achievement data. I began collecting demographics of my school, district and state and one comparable school students. Further to complete the Data Overview, I accessed CRCT data for the past three years for my school, Fulton County, the state of Georgia, and two comparable area schools. I analyzed this data to compare my school with the state, district, and surrounding schools. I also used the data to identify strengths in student achievement at my school and to suggest areas for growth based on identified weaknesses.
For this analysis, I accessed CRCT data from the Governor’s Office of Student Achievement website. As the 2014 CRCT results had not been released, I analyzed the 2013 achievement data for the 2013 8th grade class across the five institutions listed above. In reviewing the data a majority of the students at my school scored in the Meets or Pass range for these three tests. The number of students who failed these tests declined over all three of the years I examined. Through the analysis of this data, I used Excel to create visual representations of the data and PowerPoint to use as a communication tool to communicate the findings of this analysis.
The artifact demonstrates my ability to model and facilitate the use of digital tools and resources to collect, analyze and interpret student achievement data. The artifact demonstrates use of various digital school resources, communication with administrators and data bases to collect CRCT data on school and district performance and demographic changes over the last three years. I further analyzed the test scores at a deeper level within specific stands to help to determine appropriate implementation interventions at my own school.
What I learned through the completion of this artifact is that I actually enjoyed collecting and analyzing this data. I also learned the importance of analyzing disaggregated data to pinpoint areas for growth. Data can reflect high growth or a high achieving school. However without digging deep into the data the achievement gaps within the subgroups could be missed.
The work that went into creating this artifact will positively impact student learning. The use of the data, as this artifact and reflection illustrate, will assist in identifying student learning problems. I will present this data to the faculty in order to begin the work of closing the identified gaps. The impact of this will be assessed in student formative and summative assessments throughout the year and by analyzing our achievement data on state tests to determine growth. This experience will impact school improvement by helping to drive change within the school next year.
