| 10 Assessment Principles | Relation to Digital Portfolios |
Assessment is clearly linked to making judgments about how well students have achieved the Essential Learnings or objectives within the scope of the content/ subject matter of syllabuses. | - Students select their best work which relates to the content of the digital portfolios adds to their demonstration of their knowledge and understanding on the topic area.
- The sections of the digital portfolio can be used to structure the student’s ability to achieve the Essential Learning’s.
- Criteria sheets can be used included as content within the digital portfolio.
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Assessment is an integral part of the teaching and learning process. | - The learning process can be the assessment piece.
- The student can be learning through the process of the digital portfolio by creating, collaborating and reflecting.
- Digital portfolios can be used for as the basis of feedback given to students on their progress or for them to monitor and reflect on their own progression.
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Assessment is a key element of the professional practice of teachers. | - The student is playing an active role in the research and creation of the digital portfolio.
- Teacher is giving the student opportunities and responsibilities in their own learning.
- The content the students use within their digital portfolio can reflect and inform teachers of future planning and unclear content covered.
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Informed teacher judgment is at the heart of good assessment practice. | - Teacher judgements could be informed in the digital portfolio by relating to curriculum documents through moderation of tasks, with other teachers and through the assessment bank.
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Assessment practices are responsive to the diverse needs of students and are underpinned by equity principles. | - Teachers can provide differentiation of tasks to display in the digital portfolio.
- Students can be extended by creating addition elements to their tasks eg. Wikis or blogs.
- Different dimensions of the digital portfolio could apply to different learners.
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Assessment judgments are standards-based. | - The mode of using a digital portfolio provides a more flexible method of integrating cross curricular KLAs into one assessable product.
- Digital portfolios provide a form of diagnostic assessment to reflect on outcomes that are achieved.
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In school-based assessment where assessment is continuous, all assessment is formative. | - Digital portfolios allow for a collaboration of a variety of assessment pieces that document and demonstrate sequential and continuous lifelong learning practices.
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In school-based assessment, summative judgments about standards are made by teachers at key junctures of schooling for reporting purposes. | - Summative assessments are recorded in a format that is able to be repeatedly viewed for moderation and archiving purposes.
- Digital Portfolios allow for teachers and students to become informed and make judgements on links to curriculum documents.
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Reports of student achievement are defensible and comparable, based on sound evidence and shared understanding of Essential Learnings or objectives and the scope of content/subject matter in syllabuses. | - Digital portfolios provide and document sound evidence of the outcomes that need to be net and the relation to curriculum documents.
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Reports of student achievement are readily interpreted by their intended audiences. | - Digital portfolios provide feedback and reflection to the student or also to the intended audience by demonstrating the outcomes and assessable elements within the content areas.
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