Abstract

The European Higher Education Area (EHEA) and the European Credit Transfer System (ECTS) demand a change in the university teaching culture. This article presents a training experience in the academic year 2008-09, within the framework of other research initiated four years ago, in which consideration is given to the need to make a change in the design and methodological proposals as well as the evaluative processes, to encourage the development of specific and transversal skills. The use of Portfolios is presented as a methodology of teaching, learning and assessment that has arisen as an alternative methodology, converting students into an active part of learning, promoting maturity, social commitment and ethics. The research context is the Bachelor Degree of Education at the Universidad de Castilla-La Mancha (UCLM), posing as its main objectives: 1) empowering student autonomy, reflective and critical thinking, collaborative attitudes, professional skills and capacity for self- and co-evaluation; 2) trying to implement all these aspects, and 3) reflecting on the need for the Portfolio assessment to be designed for educational purposes, meaning that it must be integrated in this process. The student becomes the organizer of its own learning, highlighting the importance given to improvement proposals. In this experience, the students have developed their tracking sheet, used ICT�s, analyzed the work done and have developed and implemented various questionnaires. Importantly, the Portfolios and Learning Journals have become a window that provides information on students� work and their way of thinking and feeling. Accordingly, its use should be extended progressively, including its digital format, as it is more flexible and facilitates the inclusion and updating of new information, being especially useful within the context of the EHEA.

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