A research experience using portfolios for assessing college teaching

dc.contributor	ROBERT E. STAKE
dc.coverage.spatial	Investigación aplicada
dc.creator	EDITH JULIANA CISNEROS COHERNOUR
dc.date	2014-02-04
dc.date.accessioned	2022-06-10T17:15:01Z
dc.date.available	2022-06-10T17:15:01Z
dc.identifier	http://www.rinace.net/riee/numeros/vol7-num2e/art16.pdf
dc.identifier.uri	http://redi.uady.mx:8080/handle/123456789/6382
dc.description.abstract	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.
dc.language	eng
dc.publisher	Revista Iberoamericana de Educación Educativa (RIEE)
dc.relation	citation:0
dc.rights	info:eu-repo/semantics/openAccess
dc.rights	http://creativecommons.org/licenses/by-nc-nd/4.0
dc.source	urn:issn:1989-0397
dc.subject	info:eu-repo/classification/cti/4
dc.subject	HUMANIDADES Y CIENCIAS DE LA CONDUCTA
dc.subject	Portfolios
dc.subject	Teaching evaluation
dc.subject	Higher education
dc.title	A research experience using portfolios for assessing college teaching
dc.type	info:eu-repo/semantics/article