Reflective portfolio as evaluation and self-assessment instrument in the teaching process learning: Experience report

Selma Kazumi da Trindade Noguchi, Diego João de Lima Arrais, Enderson Vasconcelos de Lima, Juliana de Oliveira Bezerra, Giovanna Farias de Sousa, Gabrielle Santiago Costa Neves, Beatriz Pinheiro Bechir, Josinete da Conceição Barros do Carmo, Leane dos Reis Costa, Danielle Rêgo Gonçalves, Suane Priscila dos Santos Antunes, Clédia Maria Gomes Moraes, Bruna Massane de Moura Loiola, Jonatas Bezerra Tavares, Widson Davi Vaz de Matos, Liliane Souza Soares Cerqueira, Juliana de Souza Lima Coutinho, Adams Brunno Silva, Alex Miranda Franco, Gisela Pereira Xavier Albuquerque, Elyade Nelly Pires Rocha Camacho, Thamyris Abreu Marinho, Eimar Neri de Oliveira Junior, Marcio Almeida Lins, Robervânia Ferreira da Costa, Jaqueline Cardoso Marcena, Lucilena Estumano Almeida, Danielle Oliveira Maciel, Hermana Rayanne Lucas de Andrade Bender, Darllene Lucas de Andrade, Maicon de Araujo Nogueira*, Weslley do Vale Maia, Cinthya Lorena Bezerra Sarmanho, Isadora Menezes Franco, Tiago Nolasco dos Anjos Leão, Amanda Carolina Silva de Aviz, Mayco Tadeu Vaz Silva, Talita Lima dos Santos, Isadora da Costa de Souza, Letícia Lôide Pereira Ribeiro, Gabrielle Reis de Nazaré, Ediane dos Anjos Leão Franco, Renata Di Karla Diniz Aires, Alda Helena dos Santos Carvalho, Luciene Maria dos Reis, Pamela Nery do Lago, Joana Katia de Mendonça Flexa Monteiro, Maria José Cruz de Souza, Karine Honorato dos Santos, Elcilane Gomes Silva, Alfredo Cardoso Costa, Simone Aguiar da Silva Figueira, Jofre Jacob da Silva Freitas, Renato da Costa Teixeira, Antonia Margareth Moita Sá

Teaching. Reflective portfolio. Active methods. Evaluation.

Objective: to describe the experience of professors and students of the undergraduate nursing course in the use of reflective portfolio as instrument of assessment and self-assessment in the teaching-learning process. Method: experience report, with participatory observation of professors and students of the undergraduate nursing course at the University of the Amazon (UNAMA), Belém, State of Pará, Brazil, regarding the use of active methodologies in the construction of teaching in Urgency and Emergency, in the period from August 6 to December 22, 2019. Result: in this teaching-learning process, using active teaching methodologies and formative evaluation, through the reflective portfolio, teachers played a fundamental role, acting as facilitators, emphasizing self-directed and student-centered learning. Such experiences provided the actors involved, teachers, students and managers, to see teaching as a privileged space, which allows constant interaction at the moment of integrating theory learned in the classroom with practice. Conclusion: the use of active teaching methodologies and consequent evaluation through the assessment tool, online portfolio, contributes to increase the self-confidence, self-knowledge and reflexive competence of students throughout the training process, in addition to providing theoretical-practical dialogue aimed at the profile of the professional that it aims to form.

10.22161/ijaers.79.8