Theoretical and methodological approaches about the use of the portfolio as an assessment strategy for the student within teaching practice. Experience in a didactic laboratory course in university teaching
This article has as purpose to document and to question the nature of educational assessment and of the learning in classroom work, and of its consequences in curriculum and institutional development; to uncover the intentions and duties that should fulfill assessment at school taking into account t...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2010 |
| País: | México |
| Institución: | UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO |
| Repositorio: | Perfiles Educativos |
| Idioma: | español |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/18930 |
| Acceso en línea: | https://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/18930 |
| Access Level: | acceso abierto |
| Palabra clave: | Evaluación del Aprendizaje Evaluación cualitativa Evaluación formativa Evaluación y docencia Vínculo docencia-investigación Portafolio para el estudiante Learning assessment Qualitative assessment Assessment and teaching Teaching-research connection Student’s portfolio |
| Sumario: | This article has as purpose to document and to question the nature of educational assessment and of the learning in classroom work, and of its consequences in curriculum and institutional development; to uncover the intentions and duties that should fulfill assessment at school taking into account the complexity and the transcendence of its application for the teaching duty, but also its educational and social implications. The author also explores an aspect that has been rarely taken into account in the studies about assessment: the psycho-pedagogical conditions that determine its role for the perfect working of every educational act. The author also deals with the pedagogical nature of the student’s portfolio as a tool for learning assessment, and also its concrete actualization within and out of the classroom. Those pedagogical postulates are experienced substantially in a teaching experience following the modality of didactics laboratory, the focus of this paper. |
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