Reflective portfolio as evaluation and self-assessment instrument in the teaching process learning: Experience report

Abstract

Objective: to describe the experience of professors and students of the undergraduate nursing course in the use of reflective portfolio as instrument of assessment and self-assessment in the teaching-learning process. Method: experience report, with participatory observation of professors and students of the undergraduate nursing course at the University of the Amazon (UNAMA), Belém, State of Pará, Brazil, regarding the use of active methodologies in the construction of teaching in Urgency and Emergency, in the period from August 6 to December 22, 2019. Result: in this teaching-learning process, using active teaching methodologies and formative evaluation, through the reflective portfolio, teachers played a fundamental role, acting as facilitators, emphasizing self-directed and student-centered learning. Such experiences provided the actors involved, teachers, students and managers, to see teaching as a privileged space, which allows constant interaction at the moment of integrating theory learned in the classroom with practice. Conclusion: the use of active teaching methodologies and consequent evaluation through the assessment tool, online portfolio, contributes to increase the self-confidence, self-knowledge and reflexive competence of students throughout the training process, in addition to providing theoretical-practical dialogue aimed at the profile of the professional that it aims to form.