Analyst

ISTE-E Standard Text

Analyst - Educators understand and use data to drive their instruction and support students in achieving their learning goals. Educators:

      • Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.

          • Provide alternative ways to demonstrate competency: Alternatives for how students demonstrate knowledge, skills and dispositions might include students exhibiting competency in a final project or presentation; using an e-portfolio system that manages student artifacts and reflections; and allowing students to choose their pathway for learning and when they show competency rather than forcing all learnings into the same pace or schedule

          • Reflect on their learning: Use digital tools to reflect on the process of learning, successes and areas for improvement, and to set goals for future adjustments to improve learning focus, process or approach.

      • Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction.

          • Formative assessments: For example, apps that take real-time measures of knowledge and understanding through surveys or embedded questions; recording software that allows students to reflect on or explain their thinking; sites and apps where students respond to discussion or reflection questions; and backchannel chats or messaging systems that allow students to ask questions or clarify for each other

          • Summative assessments: For example, tests that allow for visual, interactive or other responses as an alternative to traditional testing questions; performance-based assessments that showcase knowledge, process and thinking; portfolios, videos, or competency-based assessments that can be completed and evaluated when students feel ready; and tools that differentiate for students of differing abilities

          • Accommodate learner needs: Account for and understand diverse student learning needs to support the success of all learners

          • Timely feedback: Feedback that maximizes digital tools to provide students substantive feedback as quickly as possible. Examples include built-in data capturing of assessment systems and other digital tools; modeling how to understand and use tool-embedded feedback mechanisms such as 'help' tips, error notifications and gamified success or failures; using commenting tools or audio and video tools to provide direct feedback on student work

          • Inform instruction: Analyzing assessment data to adjust current instruction or iterate on future instruction. Applies to both class-wide and individual student instruction approaches

      • Use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction.

          • Student assessment data: Information from both formative and summative assessments about student strengths, gaps, preferences and current achievement that can be used to adjust and enhance individual student learning

          • Student self-direction: Student ownership of learning goals, process and demonstrations of competency that can be enhanced with transparency and knowledge of how to capitalize on assessment data from teachers, administrators, parents or guardians and students themselves.

Reflection

An educator must understand that their job is always contextual and that in order to provide effective instruction, they must know the environment and student they are working with. While, especially over time, it is easy to generate generic profiles and fit students into these categories, our ongoing duty throughout our tenure is to provide the appropriate service at the appropriate time for our students. That's to say, we must always be asking ourselves, is this the best way to serve this particular student and how can I make it better for them? Technology has improved our ability to accommodate students because they are not limited to the direct assignments and knowledge provided by the teacher. Part of using technology efficiently is understanding that it is possible that somewhere, someone else has created a more effective way at teaching a particular student because it applies to their learning style. Allowing students to work at their own pace, but still having designated check-ins and expectations helps educators learn and differentiate instruction. Computers and the internet create a virtual world for each individual student that allows for them to do this. Part of that analysis requires organization and that works towards the main goal of reflection. In the same way that educators must analyze and reflect on their pedagogy's effectiveness, they should encourage that in their students. Analyzation of our practice or student work is pointless if it doesn't lead to improvements where we see deficiencies.

NJCU - Summer I 2021 - EDTC627 - AnalystArtifact - Stats.pdf

Artifact 1

My job as an Attendance Counselor has me dealing with and working with a lot of data on a daily basis. Recognizing trends across grades, classrooms, and time allow me to target specific groups with attendance issues. In the tracker I developed a 'Stats' tab that ran queries to automatically provide me with details such as students that were chronically absent and those with Perfect Attendance. This is a snapshot of that document.

Artifact 2

I would like to include this website as my final artifact. The development of this e-portfolio required me as a student to look back at my career as an educator and truly reflect on the work I've completed and how it applies to the ISTE-E. I don't have many year's experience, but the creation of this portfolio has allowed me to think about where I would like to take my career and how I can implement these standards moving forward!