Qualitative study of the critical analysis made by the students about the use of the portfolio as a self-assessment instrument

Abstract

Portfolios are used in our teachers teams because we consider it an ideal instrument for the evaluation of processes (formative assessment), and results (summative assessment). This is why, under the framework of a research on the evaluation practices at the higher level, we designed a practice project in order to investigate the benefits and difficulties arising from its use. We surveyed 62 psychopedagogy students who finished their program in 2018. The answers collected were the units of analysis of a qualitative, descriptive and cross-sectional study. The results exhibited more
advantages than disadvantages, which refers to the gradual appropriation of the cognitive processes of analysis and synthesis as well as oral and written communication, linked to their academic growth
at the higher level. An incipient appropriation of self-regulation strategies is also noticed