1. Ensuring Student Success Research Topic: Digital Portfolios Complex Reasoning Process: Systems Analysis Presentation By: Andrew Steggall-Lewis

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

5. 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

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

7. Example of Embedded Criteria Sheet

8. Example of Embedded Criteria Sheet Conceptual links between theory, pedagogical strategies, content and assessment

9. Example of Embedded Criteria Sheet Conceptual links between theory, pedagogical strategies, content and assessment

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

13. When utilizing ICTs, Learning Managers are responsible for adhering to school policies regarding internet safety(Barrett, 2000)

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

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

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

18. School provides resources necessary for creating Digital Portfolios

19. Relevant stakeholders (parents and care givers) are able to readily view students learning – they can identify improvements in students work over time and be aware of learning needs in the future(Queensland Studies Authority, 2008)

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

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

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

24. Digital Portfolios successfully engage students, therefore Learning Managers have a truer understanding of their declarative and procedural knowledge, allowing for authentic assessment and reporting to ensure student success(Hartnell-Young and Morris, 1999)

25. References Barrett, H. (1997). Collaborative planning for electronic portfolios: Asking strategic questions. In the proceedings of the National Educational Computing Conference, Seattle, Washington. Retrieved July 26, 2009 from http://www.aare.edu.au/02pap/woo02363.htm Barrett, H. (2000). Create your own electronic portfolio: Using off-the-shelf software to showcase your own or student work. In Learning and Leading with Technology. Retrieved July 24, 2009 from http://electronicportfolios.com/portfolios/iste2k.html Black, P. & William, D. (1998). Inside the black box: Raising standards through classroom assessment. London, UK: King’s College London School of Education Brady, L. & Kennedy, K. (2005). Celebrating Student Achievement: Assessment and Reporting.Frenchs Forest, NSW: Pearson Prentice Hall Hartnell-Young, E. and Morris, M. (1999). Digital professional portfolios for change. Hawker Brownlow Education: Australia Marzano, R. & Pickering, D. (1997). Dimensions of Learning: Teachers manual, 2nd Edition. Colarado, USA: Mc REL. Prensky, M. (2005). “Engage me or enrage me”: What today’s learners demand. In Educause Review. Retrieved July 17, 2009 from http://net.educause.edu/ir/library/pdf/erm0553.pdf Queensland Studies Authority. (2007). The QCAR Framework — aligning curriculum, assessment and reporting. Queensland: Queensland Studies Authority Queensland Studies Authority. (2008) Guidelines for reporting: Guidelines for school sectors — reporting student achievement in Queensland schools. Queensland: Queensland Studies Authority Smith, R.,Lynch, D., & Knight, B. (2007).Learning Management: Transitioning teachers for national and international change. Frenchs Forest, NSW, Australia: Pearson Education Australia