Standard 7 - Assessment – The competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.

Data Analysis Report Project—

Educational Psychology

Standard 7 Rationale:

The competent teacher appropriately uses a variety of formal and informal assessments to evaluate the understanding, progress, and performance of an individual student and the class as a whole (Illinois Performance Indicator 7k). By monitoring and evaluating student progress and outcomes; the effective educator can efficiently measure student growth within all content areas. Formative and summative assessments are important tools for measuring student growth and deficit.

The test construction portion of the Data Analysis Report project allowed me the opportunity to create a summative assessment in accordance with Bloom’s cognitive taxonomy. The test titled: Educational Psychology—Chapter 14 Test , covered terms, teaching strategies, Bloom’s Taxonomy, and various differentiated instruction as read about in chapter 14 of the Woolfolk (2019) text. The test was created and administered through Google Forms and was made in accordance to Illinois Performance Indicator 7O—effectively uses appropriate technologies to conduct assessments, monitor performance, and assess student progress and consisted of eight multiple choice questions and two essay questions.

Following the digital test submission of ten students, the data analysis portion of the project began. The data gathered provided each individuals name, percentage, z score, and t score, as well as, the class results—mean, median, mode, range, and standard deviation. The data provided by the test analysis gave me insight into how the classroom performed individually and as a whole. During the compilation of data, it was obvious that although many students scored high on the chapter 14 test, more than half scored under 60%. The average score equated to 23 out of 34 possible points or 67%—a failing grade. This experience allowed for analysis of the teaching and delivery methods used before the administration of the test to the whole group. The data also focused on the individual strengths and deficits of two focus students and the appropriate steps needed to differentiate for these students as individuals. This portion of the analysis is in accordance with Illinois Performance Indicator 7K—appropriately uses a variety of formal and informal assessments to evaluate the understanding, progress, and performance of an individual student and the class as a whole.

Links:

Data Analysis Report

Educational Psychology—Chapter 14 Test

References:

ILLINOIS PROFESSIONAL TEACHING STANDARDS (2019).

Woolfolk, A. (2019). Educational Psychology. New York, NY: Pearson Education America