THE EDUCATIONAL PORTFOLIO: CONCEPTION, CONSTRUCTS, AND EDUCATIONAL VALORISATION
THE EDUCATIONAL PORTFOLIO: CONCEPTION, CONSTRUCTS, AND EDUCATIONAL VALORISATION

Summary/Abstract: The educational portfolio is increasingly recognised as a complex pedagogical instrument that supports learning, assessment, and professional development across educational contexts. Rooted in constructivist and reflective learning theories, the portfolio is commonly defined as “a purposeful collection of student work that exhibits efforts, progress, and achievements” (Paulson, Paulson, & Meyer, 1991). Contemporary literature emphasises its dual role as both a learning process and an assessment product, integrating cognitive, metacognitive, and affective dimensions of learning (Barrett, 2007). From this perspective, the educational portfolio functions as a structured narrative of competence development, enabling learners to document evidence, reflect critically on experience, and demonstrate achievement in relation to explicit criteria (Zubizarreta, 2009). In European educational policy, portfolios are also valued as tools for transparency, lifelong learning, and mobility, particularly within competence-based education frameworks (European Commission, 2015). By synthesising theoretical conceptions, core constructs, and practical approaches to educational valorisation, the present study situates the educational portfolio as a strategic resource for enhancing learner autonomy, formative assessment, and institutional quality assurance.

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