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.
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.
Artifact - Data Overview
The artifact I selected to show mastery of this standard is the Data Overview I completed for ITEC 7305, Data Analysis and School Improvement. For this task, I was required to drill down into the standardized test data available for my school using Excel, and to create a presentation to share what I learned. To master this standard, I was required to locate and analyze two or more sources of achievement data for my school as represented in state-mandated, standardized tests. I experienced some difficulty finding the data. When I asked my assistant principal in charge of testing for the data, he was able to get me the Georgia High School Writing Test in Excel format. This data was a treasure trove as I was able to drill down to the student level. That was all the help I got from my administration, so I went online to see what I could find. I was eventually able to locate results for the SAT in the state of GA. This data gave me valuable comparison data to schools demographically similar to my own.
I analyzed the data using the digital resources, Excel and PowerPoint. Excel allowed me to go visual with my data and PowerPoint allowed me to share my narrated analysis with others. Through this data overview, I was able to identify trends in student achievement, some of which were surprising. For instance, I knew we scored top in our system, and was aware that we did not score as well as schools in nearby Cobb County. However, the trends showed that while our scores are climbing, state and area schools’ scores are on the decline. Another surprise was the drop in our GHSGT scores from 2013 to 2014. A strong English teacher had been moved to 10th grade against her wishes in hopes her teaching would improve student learning which would reflect in our scores, but the opposite happened. Through this data analysis, I was able to make recommendations that we drill deeper into the data, looking at the standardized data by classroom teacher and also analyzing classroom data such as summative and formative assessments.
I learned so much from this artifact about analyzing, interpreting, and communicating about data. I always considered myself proficient with Excel, but learned a multitude of new tricks to analyze data. I have already shared the Filter function with one of my administrators who was analyzing course schedules by hand. If I could change anything, it would be to work on a team in an atmosphere where data analysis was the basis for school improvement. I felt very isolated in this process and was disappointed my administration showed no interest in the data I collected and analyzed. Nobody seemed very interested in what I was doing or how it could benefit the school. Fall of 2014 was a stressful semester for my teachers and administrators. Everyone was worried over the new TKES, LKES, and SLOS. I volunteered to serve on the 12th grade English Professional Learning Committee and on the Data Committee in hopes I could get some feedback from the classroom teachers, but they were overwhelmed with what thought was expected of them and my needs did not fit their needs.
The work that went into this artifact has the potential to impact student learning in a big way. Examination of data leads to conversations about preconceptions versus reality, helps identify the root causes of student learning issues, and stimulates research into best instructional practices to address problems. It can also impact faculty development as teachers and administrators learn the power of drilling down deep into the data on their students’ achievement. The combination of professional learning and the impact on student learning will result in school improvement in the form of higher achievement on standardized tests.
I analyzed the data using the digital resources, Excel and PowerPoint. Excel allowed me to go visual with my data and PowerPoint allowed me to share my narrated analysis with others. Through this data overview, I was able to identify trends in student achievement, some of which were surprising. For instance, I knew we scored top in our system, and was aware that we did not score as well as schools in nearby Cobb County. However, the trends showed that while our scores are climbing, state and area schools’ scores are on the decline. Another surprise was the drop in our GHSGT scores from 2013 to 2014. A strong English teacher had been moved to 10th grade against her wishes in hopes her teaching would improve student learning which would reflect in our scores, but the opposite happened. Through this data analysis, I was able to make recommendations that we drill deeper into the data, looking at the standardized data by classroom teacher and also analyzing classroom data such as summative and formative assessments.
I learned so much from this artifact about analyzing, interpreting, and communicating about data. I always considered myself proficient with Excel, but learned a multitude of new tricks to analyze data. I have already shared the Filter function with one of my administrators who was analyzing course schedules by hand. If I could change anything, it would be to work on a team in an atmosphere where data analysis was the basis for school improvement. I felt very isolated in this process and was disappointed my administration showed no interest in the data I collected and analyzed. Nobody seemed very interested in what I was doing or how it could benefit the school. Fall of 2014 was a stressful semester for my teachers and administrators. Everyone was worried over the new TKES, LKES, and SLOS. I volunteered to serve on the 12th grade English Professional Learning Committee and on the Data Committee in hopes I could get some feedback from the classroom teachers, but they were overwhelmed with what thought was expected of them and my needs did not fit their needs.
The work that went into this artifact has the potential to impact student learning in a big way. Examination of data leads to conversations about preconceptions versus reality, helps identify the root causes of student learning issues, and stimulates research into best instructional practices to address problems. It can also impact faculty development as teachers and administrators learn the power of drilling down deep into the data on their students’ achievement. The combination of professional learning and the impact on student learning will result in school improvement in the form of higher achievement on standardized tests.