La evaluación como fundamento de comprensión del aprendizajeuna indagación cualitativa en un contexto universitario

Abstract

New forms of teaching and learning in the University context European demand an evaluation metamorphosis in the University educational praxis in favor of more reflective and impressionistic evaluative approaches, where the student is the key axis of educational actions. So, and from this inclusive pedagogical perspective in educational evaluation, this brief describes the stage of learning, the findings and conclusions resulting from a University practical carried out with students from first grade of primary education course in the Faculty of Sciences of the education of the University of Malaga (Spain) held with portfolio of dynamic active and participative teaching through the use of the Virtual Campus. The study aims to mainly see the achievements, difficulties and most relevant evidence during the pedagogical debate by students on the use of the portfolio as a foundation for understanding of the developed learning evaluation, and, as such, involve students in a collaborative process of self-assessment. The conclusions show that the portfolio is a teaching methodology which integrates the teaching, learning and assessment by allowing collect achievements, difficulties and teaching evolution of the group. This teaching tool can also facilitate the knowledge by the teacher in the learning processes of students, the methodology of their classes, the difficulties of teamwork, the sources of information used by the students, orientation and mentoring processes, and be a bridge of understanding for a formative evaluation of quality processes.