About this paper

Appears in:
Pages: 2202-2213
Publication year: 2009
ISBN: 978-84-613-2953-3
ISSN: 2340-1095

Conference name: 2nd International Conference of Education, Research and Innovation
Dates: 16-18 November, 2009
Location: Madrid, Spain

THE USE OF THE PORTFOLIO IN THE TEACHING-LEARNING PROCESS

Mª. C. Sánchez Amor, Mª. R Castro González, I. González Gómez

Instituto de Ciencias da Educación (ICE) (SPAIN)
The portfolio exists since long ago in several fields unconnected with education. It comes from the world of the art, especially, from the architecture and the design, and it is used to present the works of the artists, showing the achievements of the creative talent to the public. Nevertheless, the use of the portfolio in the educational area is recent. According to some authors it originated in the seventies in the North American schools because of the appearance of dissatisfaction atmosphere which was caused by the utilization of quantitative methods in the educational assessment. Though, in spite of being a recent phenomenon, it is achieving more and more popularity.
The concept refers to a deliberated and organized compilation of evidences of diverse type (diaries, essays, stories, field notes, pictures…) that allow to construct meanings. It means a reflection process that entails the analysis, review, assessment … of self experiences and evidences (not only collect them).
So, the portfolio constitutes an ideal tool in the teaching-learning process, which makes possible the self assessment (to think how you have learned), beside allowing to develop an authentic assessment, because it reports on the constructed knowledge and the acquired skills with more realism, something that is difficult of achieving with traditional assessment instruments which contribute to a fragmented vision.
In connection with that, the aim of our work is to make an analysis about the contributions of the portfolio to the teaching-learning process, trying to analyze the advantages and disadvantages of the didactic use.
We will begin our work with a conceptualization of this tool, through the carrying out of a review of the contributions made by different authors. Later, we will talk about the typology, the phases in the construction process, the educational applications, as well as the advantages and disadvantages that it has.

@InProceedings{SANCHEZAMOR2009THE,
author = {S{\'{a}}nchez Amor, Mª. C. and Castro Gonz{\'{a}}lez, Mª. R and Gonz{\'{a}}lez G{\'{o}}mez, I.},
title = {THE USE OF THE PORTFOLIO IN THE TEACHING-LEARNING PROCESS},
series = {2nd International Conference of Education, Research and Innovation},
booktitle = {ICERI2009 Proceedings},
isbn = {978-84-613-2953-3},
issn = {2340-1095},
publisher = {IATED},
location = {Madrid, Spain},
month = {16-18 November, 2009},
year = {2009},
pages = {2202-2213}}
TY - CONF
AU - Mª. C. Sánchez Amor AU - Mª. R Castro González AU - I. González Gómez
TI - THE USE OF THE PORTFOLIO IN THE TEACHING-LEARNING PROCESS
SN - 978-84-613-2953-3/2340-1095
PY - 2009
Y1 - 16-18 November, 2009
CI - Madrid, Spain
JO - 2nd International Conference of Education, Research and Innovation
JA - ICERI2009 Proceedings
SP - 2202
EP - 2213
ER -
Mª. C. Sánchez Amor, Mª. R Castro González, I. González Gómez (2009) THE USE OF THE PORTFOLIO IN THE TEACHING-LEARNING PROCESS, ICERI2009 Proceedings, pp. 2202-2213.
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