The use of a portfolio was introduced in a first-year course at the University of Concepción, Chile to promote competencies of responsibility and reflection on the learning process. In the study participated 86 students out of the 97 in the group. An induction and detailed description of the objectives and methodology was carried out at the beginning of the course. Two summative portfolio evaluations were conducted during the semester, with feedback after the first evaluation. At the end of the course, an 11-item survey was applied using a Likert scale from 1 to 5 points. The averages of the summative evaluations were compared using a non-parametric test for samples in pairs and the perception survey was analysed using descriptive statistics. A significant increase (p<0.05) was observed between the first and second ev...

            The use of a portfolio was introduced in a first-year course at the University of Concepción, Chile to promote competencies of responsibility and reflection on the learning process. In the study participated 86 students out of the 97 in the group. An induction and detailed description of the objectives and methodology was carried out at the beginning of the course. Two summative portfolio evaluations were conducted during the semester, with feedback after the first evaluation. At the end of the course, an 11-item survey was applied using a Likert scale from 1 to 5 points. The averages of the summative evaluations were compared using a non-parametric test for samples in pairs and the perception survey was analysed using descriptive statistics. A significant increase (p<0.05) was observed between the first and second ev...