The Evaluation of the Use of a Portfolio as a Complement to Teacher-led Instructional Methods
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Abstract
This study assesses the usefulness of the portfolio as an assessment tool for 351 students of three different degrees of the Universidad Politécnica de Madrid who took the subject Chemistry II. Students were evaluated in terms of how well they followed the course, their motivation to actively attend classes and their achievement of the specific competences assigned to the course. The results showed that this tool yielded positive results with regard to academic performance in the ordinary exam session and for new students. 93.47% of the students who passed the subject in this call handed in the portfolio. A significant and positive correlation (.001<p<.05; R2: 19.74-24.86%) was obtained between the portfolio mark and the graded partial tests for new students, but not for students who had already taken the subject. However, the use of the portfolio has not been a valid strategy to reduce the high dropout rate in this subject: the percentage of students who regularly attended class and completed the portfolio but did not sit the exams was 20.33% in the ordinary exams and 17.38% in the extraordinary exams.
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