The contributions of using portfolio as an evaluative instrument for teaching and learning chemistry in Higher Education

Abstract

This study aimed at analyzing the contributions of using the learning portfolio as an alternative evaluation instrument for the teaching of a curricular component of Inorganic Chemistry in a teacher-training course. For this purpose, it was carried out from a documental analysis of the Inorganic Chemistry I curricular component of a Chemistry-Licentiate Higher Education course in Pernambuco harsh region, what sought to verify the contributions of using portfolio as an evaluative instrument for teaching and learning. In this regard, it could be seen that the portfolio allowed students to build solid knowledge in chemistry throughout the training process, as well as the acceptance of this instrument as a reasonable evaluative method. Moreover, it was found that the portfolio acted to lead a formative assessment, so that when the professor, who was responsible for this component in its pedagogical practice, adopted it He could keep up with the learning process of his class throughout the entire course picking and answering the difficulties shown by them.