The construction of the professional identity in the Fine Arts degree. Analysis of a learning portfolio in a Problem Based Learning environment
Abstract
The core of the learning portfolio is the metacognitive process that it promotes in students. This aspect, and the understanding of the collective dimension of knowledge and learning, are key factors in the construction of the professional identity. We present a proposal for a learning portfolio centred on transferable skills, produced in groups inside a Problem-based Learning environment in two compulsory courses on the Fine Arts degree. The empirical study analysed the scores given by two teachers to the 307 students who produced portfolios, in order to determine the validity and reliability of inferences regarding their learning. The assessment of the consistency of the scores obtained in the activities in the portfolio, its internal consistency, and the adequacy of the portfolio in the educational context demonstrated acceptable validity and reliability. We conclude that the resource was well suited to the context in which it was applied.
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