The Use of Students’ Portfolio within the Assessment Process at University Level during the Covid-19 Pandemic

Abstract

The formative assessment that is increasingly required in the context of a competency-focused university is supported by various assessment methods and tools. One of these is the student's learning portfolio, an evaluation method that can maximize the potential and individuality of each student. If correctly applied in the university practice, the portfolio is an objective tool for assessing the level of knowledge and skills in the field of the discipline. At the same time, it offers real feedback and the possibility of optimizing the educational activity, both for the student and the teacher. This article presents a quantitative interpretation of students' views on how the portfolio used during a semester, in the context of online teaching, has contributed to the acquisition of knowledge and skills specific to the discipline, personal, and professional skills. Based on the students' responses positive and negative aspects of the teaching, learning, and evaluation specific to the discipline were identified in the current pandemic context, to valorize and optimize them.