The portfolio of evidence in the didactic training of university professors

Abstract

The article presents a proposal of assessment and accreditation of learning in a postgraduate degree in didactics aimed at higher education teachers as well as an analysis of the implementation of the evidence portfolio as an instrument of formative evaluation. This evaluation modality fulfills a double role: it provides an alternative format to those traditionally used in the university context and, in addition, it aspires to be an experiential model of evaluation that participants can implement in their own classrooms, considering evaluation as a fundamental tool to promote transformations in the classroom. The population studied is made up of 134 student-teachers who completed the postgraduate course between 2009 and 2021 from various university areas (health, art, natural sciences, mathematics, technologies, humanities, among others). A sample of 48 portfolios from this set of participants was analyzed.  Results suggest that the evidence portfolio is an ideal tool to evaluate performance and accredit a didactic training focused on improving practices.