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 Link - ITEC 7305 Data Inventory
Artifact Link - ITEC 7305 Data Overview
Reflection
These artifacts were completed during my ITEC 7305 course during the Fall of 2015. The
above artifacts required that I learn more about how to facilitate the development and
implementation of a shared vision for the use of technology in teaching, learning, and leadership.
Through my field experiences in ITEC 7305, I had the opportunity to collaborate with school
leaders and faculty members to conduct a data overview and action plan for improving student
learning outcomes and overall school improvement initiatives. I also had to practice the skills
and knowledge needed to facilitate the design, development, implementation, communication,
and evaluation of technology-infused strategic plans. Through the coaching of a data team and
the analysis of the schools collective data, I learned a great deal about how to research,
recommend, and implement strategies for initiating and sustaining technology innovations and
for managing the change process in schools.
These artifacts demonstrate my effective use of diagnostic, formative, and summative
assessments to measure student learning and technology literacy. The knowledge, skills and
dispositions needed for data analysis compelled me to focus on the best practices to use to coach
teachers and 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 data coaching and analysis process was pivotal in developing my skills and
knowledge of how to design and implement program evaluations to determine the overall
effectiveness of professional learning on deepening teacher content knowledge, improving
teacher pedagogical skills and/or increasing student learning. These experiences also allowed me
to have the opportunity to produce resources or engage in professional activity that assist others
in engaging in continuous learning.
The data inventory and data analysis impacted school improvement, faculty development,
and student learning at the school by providing administrators and faculty members the
opportunity to engage in coached data analysis that involves collaborative inquiry into the real
reason for academic achievement gaps, professional development backlash, and failed initiatives.
This impact can be assessed through the ongoing data analysis conducted by the data team
throughout the school year as well as the follow-up survey that will be provided to staff in the
future.