The digital portfolio as an assessment strategy for learning in higher education

This study was developed in the context of a course in higher education and in a blended learning environment—online, distance, and face-to-face (b-learning). The aim was to identify and characterize the meanings and effects that students and teachers attribute to the use of digital portfolios as an assessment and learning strategy. The experience allowed the portfolio to be recognized as a mediating device in the development of assessment procedures that generate learning—an epicenter of efficient feedback and a means of enhancing the (re)construction of knowledge. The portfolio also helped develop students’ reflective capacity on their work and their learning, autonomy, and collaboration action, and improved their learning.