The Formative Portfolio as a Tool for Implementing Adaptive Learning in Higher Education

Abstract

The educational portfolio can be used as a diagnostic tool to gather information on students' sociocultural background and academic history. This study set out the following objectives: to assess the impact of the educational portfolio on semester teaching planning for the development of the Reading Workshop component taught to first-year students of Hispanic Language and Literature, and to explain the perception of first-year students of Hispanic Language and Literature regarding the learning achieved in the Reading Workshop component, based on their educational experience. The results of a study based on the sociocritical paradigm, using a qualitative approach and participatory action research, are presented. The responses to a questionnaire and those of a focus group were analyzed. The sample consisted of first-year students in the Hispanic Language and Literature program. In the case of the questionnaire, the responses of 28 students were taken, and the focus group consisted of five students. The results showed that attendance, punctuality, attention to the teacher's instructions, frequent participation, and dedication to study time are essential for success in the semester. In addition to the importance of obtaining information from students through the educational portfolio, this approach facilitated the adaptation of learning to the context and educational needs.