Abstract:

Introduction:
The employment of e-portfolios permits us to implement formative assessment, which consists in providing feedback and correctives at each stage of the teaching-learning process (Bloom, 1969). Thanks to the formative assessment, teachers obtain information and evidence about the performance of their students, and at the same time students fix their goals, reflect on their progress, and detect the difficulties that can appear. Feedback is provided and they consider how to resolve these limitations to continue building and redirecting their learning. However, the education community is always discussing about student-centered formative assessment. Little attention has been paid to the feedback that as teachers we can receive from our students. The end-of-course surveys that teachers receive are not enough, since they are equivalent to a final evaluation with a qualification, like an exam. We need an evaluation on the daily actions in the classroom, so that students’ feedback allows us to reorient our tools and skills as university teachers during the academic course.
The main aim of the present work was to evaluate self-efficacy, engagement and self-regulation in students employing e-portfolios and collect their individual feedback about the classes and activities in all sessions, in order to improve our performance as teachers and to be able to correct the different activities for the following academic course.

Methods:
This project was carried out in the courses of Developmental Psychology II and Educational Psychology, both pertaining to the second year of the Degree in Psychology, which follow a flipped-classroom organization. Self-efficacy, Self-regulation and Engagement were evaluated at the beginning and at the end of the course. Students made reflections and activities in their e-portfolios with Mahara, where they received teachers’ corrections. In addition, at the end of each session, students also provided feedback through an anonymous survey on the teacher's performance and the activities carried out in the session that day, answering three questions: a positive aspect, a negative aspect, and any suggestion for improvement of today's session. Then, teachers reviewed the feedback provided by the students and tried to reflect on their impressions of the session on their own teacher e-portfolios, considering the criticisms and positive aspects to redefine the dynamics of the following week.

Results:
Preliminary results showed improvements in self-efficacy and self-regulation but not in engagement in students. Teachers and students indicated at the end of the course that these student-teacher feedback-loops had a positive impact on their relationship, facilitating communication and giving students an active role in their own education, making the most of the course. Teachers also reported a positive impact on their own performance, considering that the student-teacher feedback is mutual and continuous.

Conclusions:
We could highlight the scarce self-criticism that exists among teachers. Few consider themselves bad teachers; but if we ask students, we will find a great diversity of answers. The end-of-course surveys that teachers receive are not enough, as they are equivalent to a final evaluation with a qualification. We need an evaluation of daily actions in the classroom, so that students’ feedback allows us to reorient our tools and skills as university teachers.

Keywords:

Feedback, e-portfolios, mahara, psychology, self-efficacy.