Assessment Challenges & Portfolios
DOI:
https://doi.org/10.24310/RevPracticumrep.v6i1.10160Keywords:
Portfolios, formative assessment, constructivism, reflexive approach, self-assessmentAbstract
Portfolios can be defined as retaining and organizing information instruments concerning the processes carried out by the student over a certain period and which are able to provide a broad view and as detailed as possible of the different components of its cognitive, metacognitive, affective and even moral development. This article aims to address the relevance of using portfolios by teachers who favour reflection, autonomy in learning, and innovation in the teaching-learning process. In Education, the portfolio has taken an important role, and has become an assessment tool, which gives visibility to the knowledge learned, which leads to reflection, which highlights the different elements of students’ development and it is not, therefore, just a sampling of activities.
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