Digital portfolios support student success by enabling formative and summative assessment of student work and progress over time. Through a systems analysis of how digital portfolios, students, teachers, and schools interact, several benefits of digital portfolios on learning and assessment emerge. Digital portfolios allow students to curate authentic artifacts that demonstrate growth. They also facilitate student-teacher conferencing and feedback. If teachers change how they utilize digital portfolios, it could impact how students address learning outcomes and receive reporting to stakeholders like parents.

1. http://www.voki.com/php/viewmessage/?chsm=b111cb88ec7eac2e08cd3c8b7851e585&mId=306816

2. Ensuring Student Success Research Topic: Digital Portfolios Complex Reasoning Process: Systems Analysis Presentation By: Margaret Cochrane Mary-Ann Edwards Stuart Macadam Andrew Steggall-Lewis

4. Specifically, we will present research findings to identify how Digital Portfolios support assessment and learning

6. 85% of teachers surveyed were not familiar with Digital Portfolios

7. Therefore, they were not aware of how they can be a valuable tool to support assessment and learning

8. Of the 15% of teachers who were familiar with Digital Portfolios, only half utilized them in their classroom

10. 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

11. Digital Portfolios can be created for different purposes

13. Systems Analysis “is the process of analysing the parts of a system and the manner in which they interact” (Mazarno & Pickering, 1997, p.246)

14. A system consists of numerous parts that interact with one another for specific purposes

17. Our system for analysis: Utilizing Digital Portfolios for supporting Assessment and Reporting

18. How do we analyse the System? The Analysis is framed around four key questions: What are the parts of the system? What are things that are related to the system but are not a part of it? How do the parts affect each other? What would happen if various parts stopped or changed their behaviour? Marzano & Pickering, 1997, p.249

19. 1. What are the parts of the system?

20. 2. What are things that are related to the system but are not a part of it? Home Environment

21. 2. What are things that are related to the system but are not a part of it? Home Environment Attitudes & Perceptions

22. 2. What are things that are related to the system but are not a part of it? Home Environment Attitudes & Perceptions Classroom Environment

23. 2. What are things that are related to the system but are not a part of it? Home Environment Attitudes & Perceptions HoM Classroom Environment

24. 2. What are things that are related to the system but are not a part of it? Home Environment Attitudes & Perceptions HoM School Culture Classroom Environment

25. 2. What are things that are related to the system but are not a part of it? Home Environment Attitudes & Perceptions HoM School Culture Assessment Philosophy Classroom Environment

26. 3. How do the parts affect each other?

28. Digital Portfolios provide opportunities for both assessment for learning and assessment of learning

29. Black & William (1998) state that “formative assessment is an essential component of classroom work and that its development can raise standards of achievement”

30. Students may participate in the selection of their work

31. Digital Portfolios provide an excellent medium for student-teacher conferencing

33. Student reflection is a critical component of Digital Portfolios

34. Criteria matrixes embedded into students’ Digital Portfolios, being explicit and easily accessible

35. Each section of a criteria matrix could be hyperlinked to provide additional elaborations

38. Students’ results embedded into Digital Portfolios, thus placing them within the context of their work

39. 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.

43. When utilizing ICTs, students are responsible for adhering to school policies regarding internet safety

44. School policies regarding Inclusive practices ensures that all students have sufficient access to ICTs

45. School provides resources necessary for creating Digital Portfolios

47. 4. What would happen if various parts stopped or changed their behaviour? Future Possibilities?

48. 4. What would happen if various parts stopped or changed their behaviour? Future Possibilities?

49. Example of Digital Portfolio http://learningplace.eq.edu.au/cx/resources/items/1c35e289-bab8-76e6-ae93-82deafc70b82/1/docs/click-me-only.htm http://learningplace.eq.edu.au/cx/resources/items/1c35e289-bab8-76e6-ae93-82deafc70b82/1/docs/student/HOME1.html