Author(s)

K. Wall, S. Higgins, J. Miller & N. Packard

Abstract

The Digital Portfolio Project at Newcastle University aimed over one year (2002/2003) to support teachers in producing, storing and accessing assessment portfolios of learner’s work using ICT. A major element of this was the investigation of the impact that these portfolios had on teachers and learners, particularly focusing on how they could be used to facilitate pupil talk about the learning process and metacognition. This paper draws on evidence of pupil views collected as part of 14 teacher-led case studies exploring digital portfolio development in classrooms across the primary age phase (3-11 years). The teachers all approached the task in different ways and the variety of end products was large; however, the common result was the value placed on using the portfolio as a tool of reflection and cel

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