The portfolio evaluation and feedback instrument: A Systematic Review

Abstract

Teacher training in the management of evaluation strategies and techniques is a social and ethical responsibility, it is also linked to the knowledge of instruments that help them to evaluate their teaching-learning processes, this training is of the utmost importance to carry out a formative evaluation, exercising decisive feedback in the formation of the student. In order to understand the importance of using the portfolio as an evaluation and feedback instrument, we propose as a purpose in this article to collect research works where the use of the portfolio as an evaluation and feedback instrument of teaching-learning is evidenced. The methodology used was to take a database of articles published in journals indexed to Scielo, Science, Scopus, Google Scholar from 2018 to 2022, an analysis of its application, advantages and disadvantages was carried out when implementing it and how the student self-regulates the progress of learning. We conclude by pointing out that the evidence portfolio is an instrument that systematizes work, tasks and products of students as teachers, it is an innovative alternative that allows evaluating, monitoring and feedback on learning, the portfolio must have a rubric with evaluation criteria learning experience and finally feedback fulfills its formative role when it personalizes and contextualizes the contents of the learning experience.