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
Reflection:
Standard 2.8 Data Analysis, requires candidates to 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. The artifact used for standard 2.8 is the “data overview.” To create the data overview, I used the Statewide Longitudinal Data System (SLDS) to collect, analyze and interpret student achievement data. My individual contribution was locating, collecting, analyzing and interpreting data. I also used digital tools and resources as the sole designer of the data overview PowerPoint, to communicate the findings. Within the PowerPoint graphs and charts were created with Excel, to identify patterns, trends, and gaps in data.
The data overview demonstrates my ability to facilitate and model the use of digital tools and resources to collect, analyze and interpret student achievement data at a mastery level. I used a variety of charts and graphs to analyze the math scores on the Georgia Milestones, for students third through fifth grade. I disaggregated the data by grade level, domain, ethnicity and proficiency level. The data was analyzed for strengths and weaknesses. The data was interpreted and communicated with the use of a PowerPoint presentation. After analyzing the results, an action plan was created with recommendations and interventions to maximize student achievement and improve instructional practices.
Completing this artifact was an eye opener and I learned many things by creating the data overview. I learned to navigate the SLDS and other resources to find student achievement data. One of my greatest accomplishments was learning how to use Excel in a greater compacity then I have before. I can now model and facilitate the use of Excel to students to collect data and create graphs and charts. Lastly, I learned that I excelled at collecting, analyzing and interpreting data, but had to work on communicating the data interpretation. To improve the quality of the artifact I would have narrowed my focus of data collection to one grade level instead of three.
The work that went into creating the artifact will impact student learning. I chose a topic that would directly impact my teaching to improve student achievement. Consistently, Brumby’s Student Improvement Plan (SIP) involves increasing math scores. I used the data overview to create lessons that highlighted our weaknesses. This artifact will also impact school improvement as I am using what I learned through the data overview to create a data team that will focus on improving math teaching and learning.
Standard 2.8 Data Analysis, requires candidates to 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. The artifact used for standard 2.8 is the “data overview.” To create the data overview, I used the Statewide Longitudinal Data System (SLDS) to collect, analyze and interpret student achievement data. My individual contribution was locating, collecting, analyzing and interpreting data. I also used digital tools and resources as the sole designer of the data overview PowerPoint, to communicate the findings. Within the PowerPoint graphs and charts were created with Excel, to identify patterns, trends, and gaps in data.
The data overview demonstrates my ability to facilitate and model the use of digital tools and resources to collect, analyze and interpret student achievement data at a mastery level. I used a variety of charts and graphs to analyze the math scores on the Georgia Milestones, for students third through fifth grade. I disaggregated the data by grade level, domain, ethnicity and proficiency level. The data was analyzed for strengths and weaknesses. The data was interpreted and communicated with the use of a PowerPoint presentation. After analyzing the results, an action plan was created with recommendations and interventions to maximize student achievement and improve instructional practices.
Completing this artifact was an eye opener and I learned many things by creating the data overview. I learned to navigate the SLDS and other resources to find student achievement data. One of my greatest accomplishments was learning how to use Excel in a greater compacity then I have before. I can now model and facilitate the use of Excel to students to collect data and create graphs and charts. Lastly, I learned that I excelled at collecting, analyzing and interpreting data, but had to work on communicating the data interpretation. To improve the quality of the artifact I would have narrowed my focus of data collection to one grade level instead of three.
The work that went into creating the artifact will impact student learning. I chose a topic that would directly impact my teaching to improve student achievement. Consistently, Brumby’s Student Improvement Plan (SIP) involves increasing math scores. I used the data overview to create lessons that highlighted our weaknesses. This artifact will also impact school improvement as I am using what I learned through the data overview to create a data team that will focus on improving math teaching and learning.