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. (PSC 2.7/ISTE 2g)

ARTIFACT: Data Inventory

The Data Inventory was completed in the ITEC 7305 Data Analysis and School Improvement
course. With the support of their administrative team, this artifact was constructed to support
Liberty Point Elementary. As their instructional technology coach, it was necessary to
collaborate with their team to gather formative and summative assessment initiatives that
provided a full range of data since I am not solely based at one school. Collaborating with the
school administrative team ensured that I was able to identify appropriate components within the
provided resources to construct the data inventory. This artifact provided LPES with a list of
sources, applicable content areas, dates for collection, grades to assess, accessibility, current
uses, and most effective uses for them to consider.

As noted, this artifact had a variety of components to support LPES with utilizing a variety of
assessments for their data inventory. The section for suggesting more effective uses of the data is
where modeling and facilitation of diagnostic, formative, or summative assessments can be
considered. Liberty Point incorporates a rigorous set of high-stakes, state/district-mandated
assessments, such as the Georgia Milestones Assessment and, for certain grade-levels, the Iowa
Test of Basic Skills (ITBS). Some of these assessments are not returned back to schools in
enough time for teachers to consider its data to make immediate changes to their instruction. The
artifact notes that to support more effective and appropriate uses of diagnostic and formative
assessment data, LPES uses iRead, I-Ready, and Fastbridge diagnostic data to influence data
driven instruction for their teachers and students. The aforementioned assessments are also used
to measure student learning and technology literacy. Although the Georgia Milestones and
ITBS influence instruction on a grand scale during the school year, the aforementioned data
sources create a space for teachers to quickly administer assessments, receive and disaggregate
the data, and make instructional decisions based on the data.

Although Liberty Point provided a variety of resources that demonstrated that their instructional
teams understood the meaningfulness of having their own data inventory, completing one
independently was quite informative. Through building this data inventory, I was able to see the
depths that were necessary in using reliable and appropriate assessments that provide meaningful
data for all stakeholders, With consideration to changes or adjustments with this artifact, I would
work closely with the assistant principal and instructional coaches to gauge their understanding
and perspective on supporting teachers and students with including these assessments within
their instructional practices.

As noted, LPES was able to support me with resources and documents that demonstrated their
understanding of using sound data resources. If this artifact were to be shared with LPES
stakeholders, I would consider sharing it with parents to provide them with a lens on some of the
assessments their students would encounter throughout the school year. With LPES’ structure of
instructional teams, PLCs, and data talks, such an artifact would be impactful in that
teachers/faculty would possess a solid awareness of what tools are at their disposal and that
foresight would influence students learning/achievement because their teachers would be
prepared with strategies, interventions, and immediate feedback. Students would also be
provided with opportunities to be accountable for their learning because they could establish
personal goals based on the assessments and their levels of proficiency.