Promoting Critical Thinking through the Use of Portfolios and Self-assessment

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Published: Dec 1, 2009
Keywords:
portfolios, critical thinking, self-assessment

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Sandra Patricia Torres Díaz
Universidad Distrital Francisco José de Caldas, Bogotá

Abstract

This is a report of a case study carried out with sixth graders in a public school in Bogotá. The main goal of this study was to analyze if through the use of portfolios and self-assessment practice critical thinking was developed. In this case different study instruments were used to observe the students’ critical thinking process: a teacher’s journal, students’ portfolios, video recordings, interviews and a questionnaire. The results showed that self-assessment helps to develop critical thinking in students, especially as regards self-regulation and evaluation skills. Likewise, using portfolios increased students’ autonomy. In addition, self-examination and self-correction skills were developed.

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How to Cite
Torres Díaz, S. P. (2009). Promoting Critical Thinking through the Use of Portfolios and Self-assessment. HOW, 16(1), 25–54. Retrieved from https://www.howjournalcolombia.org/index.php/how/article/view/75
Issue
Vol. 16 No. 1 (2009): HOW
Section
Research Reports

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Author Biography

Sandra Patricia Torres Díaz, Universidad Distrital Francisco José de Caldas, Bogotá

Sandra Patricia Torres Díaz holds an M.A. in Applied Linguistics to the TEFL and a B.A. in Modern Languages from Universidad Distrital. Currently, she works at Instituto Técnico Industrial Piloto and at the Universidad Autónoma de Colombia.

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