A research experience using portfolios for assessing college teaching
In this article, we use the findings of a study conducted in a university in the southeast of Mexico to examine strengths and limitations of portfolios to assess formatively the quality of teaching. The research is part of the study: Model for the Development and Evaluation of Academic Competencies,...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2014 |
| País: | España |
| Institución: | Universidad Autónoma de Madrid |
| Repositorio: | Biblos-e Archivo. Repositorio Institucional de la UAM |
| Idioma: | inglés |
| OAI Identifier: | oai:repositorio.uam.es:10486/661856 |
| Acceso en línea: | http://hdl.handle.net/10486/661856 https://dx.doi.org/10.15366/riee2014.7.2.016 |
| Access Level: | acceso abierto |
| Palabra clave: | Portafolio Evaluación de la enseñanza Educación Superior Educación |
| Sumario: | In this article, we use the findings of a study conducted in a university in the southeast of Mexico to examine strengths and limitations of portfolios to assess formatively the quality of teaching. The research is part of the study: Model for the Development and Evaluation of Academic Competencies, involving researchers from six Mexican universities. Findings of the study indicate that the use of portfolio allowed faculty members to collect evidence of the quality of their work, analyze their classroom instruction and began to involve in a dialogue for improving teaching. |
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