Use of the Portfolio as an assessment tool for learning in higher education in remote classes: opportunity and challenges
DOI:
https://doi.org/10.33448/rsd-v11i8.31400Keywords:
Evaluation; Portfolio; Remote teaching; University education; Stricto sensu.Abstract
This research aimed to evaluate the opportunities and challenges of using the Portfolio for evaluation in higher education, especially in the remote context at the end of the semester of activities of the Research Group Educational Paradigms and Teacher Training, from the Theory and Practice line Pedagogy in teacher training. The objective was to evaluate the opportunities and/or challenges of using portfolio assessment in higher education, especially in the application of remote teaching. Having as a problem: How to think about the evaluation of the learning of higher education students, in the face of a global pandemic, who started to have their academic activities carried out remotely? It is qualitative research of the research-training type. The group consisted of 8 doctoral university professors and 2 mediating doctoral professors from a large private university. Four responded to the questionnaire used to collect data for the research. The results were positive, as even the challenges were recognized as helping the group's growth and learning.
References
Both, I. J. (2012). Avaliação: “voz da consciência” da aprendizagem. IBPEX
Brasil (2020). Portaria nº 343, de 17 de março de 2020. Dispõe sobre a substituição das aulas presenciais por aulas em meios digitais enquanto durar a situação de pandemia do Novo Coronavírus – COVID19. Ministério da Educação. http://www.planalto.gov.br/ccivil_03/Portaria/PRT/Portaria%20n%C2%BA%20343-20-mec.htm
Ferreira, A. B. H. (2010). Aurelio, O minidicionário da língua portuguesa. (4a ed.), Editora Positivo.
Marinho, P., Fernandes P. & Leite, C. (2014). A avaliação da aprendizagem: da pluralidade de enunciações à dualidade de concepções. Acta Scintiarum., 36(1), 151-162.
Méndez Á., J. M. (2002). Avaliar para conhecer, examinar para excluir. Edições Asa.
Murphy, S. (1997). Teachers and students: reclaiming assessment via portfolios. In Yancey, K.B.; Weiser, I. (Ed.). Situating portfolios: four perspectives (pp. 72-88). Utah State University Press.
Pereira, M. V., Bonelli, S. M. S., Zimmer, R. O. D & Ebert, S. L. F (2020). Avaliação na educação superior: limites e possibilidades de uma experiência. Eccos Revista Cientifica, 55, 1-21, e18874. https://doi.org/10.5585/eccos.n55.18874. 2020
Possoli, G. E. & Gubert, R. (2014). Portfólio como ferramenta metodológica e Avaliativa. In Torres, P.L. (org.), Complexidade: Redes e Conexões na Produção do Conhecimento. Curitiba, SENAR, 2014. http://www.agrinho.com.br/materialdoprofessor/portfolio-como-ferramenta-metodologica-e-avaliativa.
Rijdt, C., Tiquet, E., Dochy, F., & Devolder, M. (2006). Teaching portfolios in higher education and their effects: An explorative study. Teaching and Teacher Education, 22(8), pp.1084–1093.
Santos, E. (2014). Pesquisa-formação na cibercultura. Editora da Universidade Federal do Piauí.
Santos, R. B., Nogueira, M. A, Carvalho D. N. R. ; Souza M. L. S., Oliveira S., Oliveira M. F. V., Lima P. A. V., Silva T. F., Rodrigues M. G., Tavares N. K. C., Dergan M. R. A., Esteves A. V. F., Ferreira I. P., Valois R. C., Sá A. M. M. & Nascimento, M. H. M. (2021). Reflective portfolio as an instrument of evaluation and self-evaluation in the teaching-learning process: Experience of the stricto sensu, graduate program of the master’s degree in nursing at Pará State University and Federal University of Amazonas. Research, Society and Development, 10(4), e4610413295, 10.33448/rsd-v10i4.13295. https://rsdjournal.org/index.php/rsd/article/view/13295.
Silva, M. H., Kuyven, G. & Juliani, M. (2020). O portfólio no ensino superior: docência reflexiva e avaliação formativa. Brasilian Journal of Development. v.6, n. 6, p. 36819-36833. DOI: 10.34117/bjdv6n6-282
Sousa C. P. & Ens R. T. (2014) Avaliação formadora. In TORRES, P.L. (org.), Complexidade: Redes e Conexões na Produção do Conhecimento. SENAR. http://www.agrinho.com.br/materialdoprofessor/portfolio-como-ferramenta-metodologica-e-avaliativa
Tisani N. (2008). Challenges in producing a portfolio for assessment: in search of underpinning educational theories, Teaching in Higher Education, 13:5, 549-557, 10.1080/13562510802334830 .
Tosh D., Light T., Fleming, K., Haywood J. & Haywood, J. (2005). Engagement with Electronic Portfolios: Challenges from the Student Perspective. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 31(3). Canadian Network for Innovation in Education. https://www.learntechlib.org/p/43170/.
Vagula, E., Torres P. L. & Behrens M. A. (2015). Avaliação da Aprendizagem no Ensino Superior: o Uso do Portfólio como Técnica Avaliativa. Revista de ensino educação e ciências humanas, 16(1), 35-40. https://doi.org/10.17921/2447-8733.2015v16n1p34-40
Vieira-santos, J., Paiva, W. F. & Mendes-Pereira, C. C. (2022) Perceptions of Brazilian university students on the impact of the COVID-19 pandemic on academic routine. Research, Society and Development. (2021) 11(4), e40411425083 10.33448/rsd-v11i4.25083. https://rsdjournal.org/index.php/rsd/article/view/25083.
Villas Boas B. M. F. (2005). O portfólio no curso de pedagogia: ampliando o diálogo entre professor e aluno. Educ. Soc., 26(90), 291-306. http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0101-73302005000100013&lng=en&nrm=iso
Villas Boas B. M. F. (2014). Portfólio, avaliação e trabalho pedagógico. Papirus.
Villas Boas B. M. F. (2009). Virando a Escola do Avesso por meio da Avaliação. Papirus.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Ana Lucia Lacerda Michelotto; Marilda Aparecida Behrens; Patrícia Lupion Torres
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.