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Ensuring Student Success,[object Object],Research Topic:  Digital Portfolios,[object Object],Complex Reasoning Process:  Systems Analysis,[object Object],Presentation By:,[object Object],Margaret Cochrane,[object Object],Mary-Ann Edwards,[object Object],Stuart Macadam,[object Object],Andrew Steggall-Lewis,[object Object]
http://www.voki.com/php/viewmessage/?chsm=b111cb88ec7eac2e08cd3c8b7851e585&mId=306816,[object Object],(Prensky, 2005),[object Object]
Disengaged Students!,[object Object]
Overview,[object Object],[object Object]
 Specifically, we will present research findings to identify how Digital Portfolios support assessment and learning
 In other words, how are Digital Portfolios able to     Ensure Student Success?,[object Object]
 85% of teachers surveyed were not familiar with Digital Portfolios
 Therefore, they were not aware of how they can be a valuable tool to support assessment and learning
 Of the 15% of teachers who were familiar with Digital Portfolios, only half utilized them in their classroom
 However, this 7% of teachers identified Digital Portfolios as a very valuable tool for learning and assessment,[object Object]
Digital Portfolio - added benefits of enabling the portfolio developer to collect and organize artifacts in many formats, for example: audio, video, graphics, text, and hypertext links
Digital Portfolios can be created for different purposes
Student created Digital Portfolios - illustrate efforts, progress, achievement and reflection throughout their learning journey, and are used for formative and summative assessment(Barrett, 2000),[object Object]
What is a Digital Portfolio?,[object Object],[object Object],[object Object]
 Systems Analysis “is the process of analysing the parts of a system and the manner in which they interact” (Mazarno & Pickering, 1997, p.246)
A system consists of numerous parts that interact with one another for specific purposes
Often, systems exist within systems,[object Object]
Through the lens of Systems Analysis,[object Object],[object Object],Learning Management Design System,[object Object],Assessment System,[object Object],(Smith, Lynch & Knight, 2007, p.81),[object Object]
Our system for analysis:   Utilizing Digital Portfolios for supporting Assessment and Reporting,[object Object]
How do we analyse the System?,[object Object],The Analysis is framed around four key questions:,[object Object],“What are the parts of the system?,[object Object],What are things that are related to the system but are not a part of it?,[object Object],How do the parts affect each other?,[object Object],What would happen if various parts stopped or changed their behaviour?”,[object Object],(Marzano & Pickering, 1997, p.249),[object Object]
1. What are the parts of the system?,[object Object]
2. What are things that are related to the system but are not a part of it?,[object Object],Home Environment,[object Object]
2. What are things that are related to the system but are not a part of it?,[object Object],Home Environment,[object Object],Attitudes & Perceptions,[object Object]
2. What are things that are related to the system but are not a part of it?,[object Object],Home Environment,[object Object],Attitudes & Perceptions,[object Object],HoM,[object Object]
2. What are things that are related to the system but are not a part of it?,[object Object],Home Environment,[object Object],Attitudes & Perceptions,[object Object],HoM,[object Object],Classroom Environment ,[object Object]
2. What are things that are related to the system but are not a part of it?,[object Object],Home Environment,[object Object],Attitudes & Perceptions,[object Object],HoM,[object Object],School Culture,[object Object],Classroom Environment ,[object Object]
2. What are things that are related to the system but are not a part of it?,[object Object],Home Environment,[object Object],Attitudes & Perceptions,[object Object],HoM,[object Object],School Culture,[object Object],Assessment Philosophy,[object Object],Classroom Environment ,[object Object]
3. How do the parts affect each other?,[object Object]
Student – Learning Manager,[object Object],[object Object]
Digital Portfolios provide opportunities for both assessment for learning and assessment of learning
Formative assessment - Digital Portfolios provide an excellent medium for student-teacher conferencing
Black & William (1998) state that “formative assessment is an essential component of classroom work and that its development can raise standards of achievement”
Students may participate in the selection of their work
Conferences could be recorded and added to Digital Portfolios as an audio file for future reference(Hartnell-Young and Morris, 1999),[object Object]
Student – Learning Manager,[object Object],[object Object]
Student reflection is a critical component of Digital Portfolios
Digital Portfolio development concurrently brings together opportunities for ICT skill development for both the student and the LM
Criteria matrixes embedded into students’ Digital Portfolios, being explicit and easily accessible
Each section of a criteria matrix could be hyperlinked to provide additional elaborations(Barrett, 1997),[object Object]
Example of Embedded Criteria Sheet,[object Object]

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Digital Portfolios

  • 1.
  • 2.
  • 3.
  • 4.
  • 5. Specifically, we will present research findings to identify how Digital Portfolios support assessment and learning
  • 6.
  • 7. 85% of teachers surveyed were not familiar with Digital Portfolios
  • 8. Therefore, they were not aware of how they can be a valuable tool to support assessment and learning
  • 9. Of the 15% of teachers who were familiar with Digital Portfolios, only half utilized them in their classroom
  • 10.
  • 11. Digital Portfolio - added benefits of enabling the portfolio developer to collect and organize artifacts in many formats, for example: audio, video, graphics, text, and hypertext links
  • 12. Digital Portfolios can be created for different purposes
  • 13.
  • 14.
  • 15. Systems Analysis “is the process of analysing the parts of a system and the manner in which they interact” (Mazarno & Pickering, 1997, p.246)
  • 16. A system consists of numerous parts that interact with one another for specific purposes
  • 17.
  • 18.
  • 19.
  • 20.
  • 21.
  • 22.
  • 23.
  • 24.
  • 25.
  • 26.
  • 27.
  • 28.
  • 29.
  • 30. Digital Portfolios provide opportunities for both assessment for learning and assessment of learning
  • 31. Formative assessment - Digital Portfolios provide an excellent medium for student-teacher conferencing
  • 32. Black & William (1998) state that “formative assessment is an essential component of classroom work and that its development can raise standards of achievement”
  • 33. Students may participate in the selection of their work
  • 34.
  • 35.
  • 36. Student reflection is a critical component of Digital Portfolios
  • 37. Digital Portfolio development concurrently brings together opportunities for ICT skill development for both the student and the LM
  • 38. Criteria matrixes embedded into students’ Digital Portfolios, being explicit and easily accessible
  • 39.
  • 40.
  • 41.
  • 42.
  • 43.
  • 44.
  • 45.
  • 46. Students’ results embedded into Digital Portfolios, thus placing them within the context of their work
  • 47. LMs can readily provide both formal and informal school reporting to parents and caregivers that is responsive to individual needs and can be used to plan future learning.
  • 48.
  • 49.
  • 50.
  • 51.
  • 52.
  • 53. When utilizing ICTs, students are responsible for adhering to school policies regarding internet safety
  • 54. School policies regarding Inclusive practices ensures that all students have sufficient access to ICTs
  • 55. School provides resources necessary for creating Digital Portfolios
  • 56.
  • 57.
  • 58.
  • 59.
  • 60.
  • 61.
  • 62.
  • 63.