Alternative instrument for the evaluation of the teaching-learning process in general basic education

This article addresses a topic of great interest in the context of pedagogical knowledge, such as the use of the portfolio as an alternative instrument for evaluating the teaching-learning process in general basic education. Its objective is to present orientations for the use by the teacher and the student that allows integrating teaching, learning and evaluation by appreciating the learning process and the pedagogical task itself. According to this position, the portfolio is understood as an opportunity to develop during the whole process of the pedagogical action self-evaluation, co-evaluation and external evaluation that would be the opinions of the representatives and another author of the teaching-learning process. Located theoretically in the reflective practical model of Schon and Perrenoud, Coll's constructivism and competence assessment. The investigative strategy itself was the documentary research of the subject and the contribution of the author's empirical work to give full meaning to the article's exposition, presenting elements that could be included in the portfolio design, clarifying that these may vary depending on the nature of the the subject and the purpose for which it is prepared. Used as an assessment tool the portfolio allows you to improve your performance in the classroom and in the case of students, facilitates appreciation of the learning process, through the permanent and joint review of the works that are selected to be included in it. Regarding the main conclusions drawn, the use of the portfolio as an assessment and training tool stands out, where one of the main characteristics is the reflection of its authors, as a competence, which is currently expected from a teacher and the student. Finally, it is worth mentioning that the evaluation by portfolios represents a new conception of evaluation. "It does not refer only to new evaluation techniques, but to new conceptions about learning and teaching, which in turn require a new conception of what is evaluated and how it is evaluated" (Seda, 2002, p. 101). However, it is considered that in the success of portfolio development is the commitment to a process of reflection on the part of those involved, otherwise, it can become only a collection of information that does not contribute to the training of the stakeholders of the project. educational fact.