Abstract:

Introduction:
Nowadays the portfolio is being successfully applied in several European countries, being a very useful tool in the evaluation of the whole learning process at different educational levels. Students are responsible for their own learning process and have the possibility to take advantage of their creativity and ability to develop a critical and reflective thinking. In this teaching innovation project from the University of Zaragoza we proposed the implementation of the portfolio in the subject of Developmental Psychology II for students of the second year of the degree in Psychology. This is intended to achieve an active and student-centered learning, in which the portfolio will reflect their effort, progress and performance, including relevant and critical contributions of social and academic relevance that can contribute to their future as professional psychologists.
Thus, the main aim of the present work was to implement the portfolio methodology as a multidimensional evaluation system which facilitates the creation of the own learning process. The learning portfolio will consist of a selection of contents that students will carry out during the course, adjusting to a flexible work project, in which each student will consider the portfolio as a form of self-expression.

Methods:
The structure and content of the portfolio will be mutually agreed between teachers and students, consisting of an ongoing and dynamic process and not an isolated instrument as a final evaluation. It will include essays, articles of current interest, series of problems solved, collective work, comments on readings, videos or debates, reflections, concept maps, etc. In addition, we will evaluate whether this methodology increases the motivation levels of students and their satisfaction with this type of project.

Results:
There was a positive impact on students, making them responsible for their learning and with a more active role in selecting the information they consider relevant for their future as psychologists. One of the most important aspects that we believe will have a great impact on student training is that beyond the collection of different experiences, the essence of the portfolio will allow them to experience three main skills, such as: the ability to see their own growth over time; to develop planning skills, set goals and make decisions; and that the portfolio supposes a reference for the own creative expression. We also consider that it is having a positive impact on professors, since the student-teacher feedback is mutual and continuous.

Conclusions:
This methodology is applicable to other areas of knowledge, since the key factor is the reflective nature of the portfolio. In addition, there are different types of portfolio that can be adapted to a wide variety of areas and the competences to be achieved in such subjects.

Acknowledgements:
We would like to thank to Universidad de Zaragoza (Vicerrectorado de Política Académica) for the financial support to the study (PIIDUZ_19_110).

Keywords:

Portfolio, psychology, metacognition, critical thinking, creativity.