The Portfolio: an assessment device that democratizes education

Abstract

Educational institutions mirror the dynamics of the societies in which they are inserted. The restoration
of democracy in Latin America over the last decades of the 20th century, brought the intention of perpetuating a democratic society. Schools, as training institutions, became key organizations to achieve this purpose. Gradually, new evaluative paradigms permeated the educational space.
In this work, we share a long-term, innovative assessment experience developed in an Argentine
public university, within a specific subject of a teacher training program. This contribution draws attentionto the conception that gave that experience its meaning, reflects on the value of the portfolio as an assessment device, and analyzes the relevance of the link between theory and practice. To this end, we gathered data covering thirteen years of reports, productions and voices of individuals being evaluated