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:
During the course ITEC 7305, Data Analysis and School Improvement we were asked to complete a Data Overview for our school. To complete this artifact we had to locate and analyze demographic and achievement data as represented by state standardized tests over a three to five year period. After meeting with the assistant principal in charge of testing, I was able to find the data necessary to complete the Data Overview on my own.
Standard 2.8, Data Analysis asks that a candidate 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. Using the database provided on the Georgia Governor’s Office of Student Achievement, I was able to collect both the demographic and achievement data of my school and school district. I then analyzed this data using Microsoft Excel. Using Excel, I was also able to create visuals to help me clearly view and interpret the results. These visuals allowed me not only to see the individual results of my school over a period of time, but also compare my school to the school district as a whole. Finally, I organized the data to communicate the findings to others using Microsoft PowerPoint.
By creating this artifact, I learned how to locate and analyze different types of data. I also learned how to create visuals to interpret and communicate the data to others. If I could go back to complete this artifact again, I would have gone immediately to my assistant principal for assistance. If I had asked for resources sooner, I feel that I could have done a more thorough job of analyzing and interpreting the results of the data I collected.
Completing this artifact and sharing it with the math department at my school will impact school improvement by allowing them to see the areas where students are struggling. Further drill down into this data would also be beneficial in identifying key concepts that students need additional help with in order to develop strategies to improve student learning. Eventually the impact of this can be assessed by improvement in the school’s math scores on the state test.
During the course ITEC 7305, Data Analysis and School Improvement we were asked to complete a Data Overview for our school. To complete this artifact we had to locate and analyze demographic and achievement data as represented by state standardized tests over a three to five year period. After meeting with the assistant principal in charge of testing, I was able to find the data necessary to complete the Data Overview on my own.
Standard 2.8, Data Analysis asks that a candidate 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. Using the database provided on the Georgia Governor’s Office of Student Achievement, I was able to collect both the demographic and achievement data of my school and school district. I then analyzed this data using Microsoft Excel. Using Excel, I was also able to create visuals to help me clearly view and interpret the results. These visuals allowed me not only to see the individual results of my school over a period of time, but also compare my school to the school district as a whole. Finally, I organized the data to communicate the findings to others using Microsoft PowerPoint.
By creating this artifact, I learned how to locate and analyze different types of data. I also learned how to create visuals to interpret and communicate the data to others. If I could go back to complete this artifact again, I would have gone immediately to my assistant principal for assistance. If I had asked for resources sooner, I feel that I could have done a more thorough job of analyzing and interpreting the results of the data I collected.
Completing this artifact and sharing it with the math department at my school will impact school improvement by allowing them to see the areas where students are struggling. Further drill down into this data would also be beneficial in identifying key concepts that students need additional help with in order to develop strategies to improve student learning. Eventually the impact of this can be assessed by improvement in the school’s math scores on the state test.