Contributions of the digital portfolio for the evaluative praxis in higher education

Abstract

<jats:p>This article presents a qualitative research of the exploratory type carried out with 21 masters students who work in different levels of education and in different areas of knowledge - always having as background, the investigation of possible ways for a critical, reflexive and transformative pedagogical practice and aimed to analyze the contributions of a lived experience with the digital portfolio as an evaluation strategy with Masters students in Professional and Technological Education in Network of a Professional and Technological Education Institution in Curitiba given in the first half of 2018. The data were collected from a questionnaire that allowed to perform the Content Analysis from the perspective of Bardin (2011). It is concluded that the Digital Portfolio promoted the opportunity for the development of an innovative practice for evaluation of learning, based on the construction, reflection and self-evaluation of the process, in fostering creativity, in establishing a partnership between students and researchers and in development of the autonomy of teaching and learning among all involved.</jats:p>

Mise en pratique du portfolio de l’enseignant en tant que technique de l’évaluation authentique : Un outil alternatif pour évaluer les compétences

“…Les concepts de métacognition, de méta-processus, d'auto-évaluation, de réflexion et de développement professionnel s'éclairent différemment sous cet angle et prennent certainement d'autres dimensions. Le portfolio est constitué par l'enseignant lui-même, sur la base de critères, afin de refléter ses connaissances et ses compétences (Rocha et al, 2020). Bien sûr, son rôle n'est pas exclusivement de présenter une partie du meilleur travail de l'enseignant, mais ce qui doit être clair, c'est que le portfolio est un moyen de réflexion.…”

The Use of Digital Portfolio in Higher Education before and during the COVID-19 Pandemic

“…), thus enabling the teaching practice to improve through feedback [10,14]. Moreover, the evaluation process through the portfolio offers opportunities for the exchange of knowledge experiences, that is, the possibility of creating and promoting innovating practices and a positive influence on teaching, learning and evaluation, by creating a new concept of the classroom as a place where students learn according to their individual pace, including the valuation of the reflective thinking, intuition and knowledge of each individual and the belief that difficulties can be overcome [15]. However, it provides the student with numerous possibilities and learning opportunities, since the realisation of this production is considered a process of knowledge generation, [16] self-evaluation [17] and development of metacognition (planning, self-evaluation and reflection) [18,19] and it improves the learning styles [20,21] and modifies the motivational beliefs about the subject [20].…”

“…A large number of authors [8,10,16] conclude that the usefulness of this tool with respect to transversal capacities, skills and competencies promotes collaboration and teamwork, develops reflective practice, preserves identity, enables the use of other applications, regulates, controls and self-evaluates the learning acquired through feedback, and develops creativity due to the freedom upon the creation of the portfolio; to sum up, they consider that digital portfolios promote learning autonomy. This implies the development of professional competencies that students must acquire and the development of learn-ing throughout life [26], transcending the mere educational experience and becoming a metacognitive experience that they can use to learn better and more thoroughly, in both specialised and personalised areas, favouring self-knowledge in the long term [15,27].…”