Abstract:

The convergence of European university teaching (EHEA) is requiring not only organizational changes in the design of university degrees, but also the application of new methodological approaches based on constructivism and cooperative/collaborative learning paradigms in order to enhance student-learning experiences and to turn teaching-based educational systems into learning-based educational models. New teaching styles imply also new methods of assessment and evaluation, since evaluation helps us to validate the whole teaching and learning (TL) process and presents many opportunities to enhance students’ learning.
Within this framework, portfolios, which are a collection of purposeful material in which students identify their skills, strengths and weaknesses in relation to some learning fields during the learning process, are useful and innovative tools to evaluate mastery of competences in Higher Education; the use of a portfolio allows you to incorporate a variety of assessment tools that show students’ performance during the TL process and fosters reflective learning, which is key to professional and personal development.
This paper tries to analyse how portfolio-based assessment can be used as part of a pedagogical practice which aims to cultivate translation competence and subcompetences in university students.

Keywords:

Portfolio, competence, EHEA, assessment.