Portfolios Are Much More than a Sampling of Activities
Sandra Maria Gouveia Antunes, Instituto Politécnico de Viseu Escola Superior de Tecnologia e Gestão de Lamego (Portugal)
Anabela Guedes, IPV-ESTGL (Portugal)
Paula Santos, Instituto Politécnico de Viseu - Escola Superior de Tecnologia e Gestão de Lamego - Research centers: CEPESE / CI&DETS (Portugal)
Isabel Oliveira, Polytechnic Institute of Viseu (Portugal)
Abstract
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.
Keywords: Portfolios, assessment.
References:
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[2] Arter, J.A., & Spandel, V. (1992). Using portfolios of student work in instruction and assessment. Educational Measurement: Issues & Practice, 11(1), 36–44.
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[4] Butler, P. (2006). A review of the literature on portfolios and electronic portfolios. Palmerston North, NZ: Massey University College of Education. Retrieved from
https://akoaotearoa.ac.nz/download/ng/file/group-996/n2620-ePortfolioresearch-report.pdf