In this article, we use the findings of a study conducted in a university in the southeast of Mexico to examine strengths and limitations of portfolios to assess formatively the quality of teaching. The research is part of the study: Model for the
Development and Evaluation of Academic Competencies, involving researchers from six Mexican universities. Findings of the study indicate that the use of portfolio allowed faculty members to collect evidence of the quality of their work, analyze their classroom instruction and began to involve in a dialogue for improving teaching.
