Objective
To evaluate portfolios as a teaching, learning and assessment method within an educational process centered on cognitive and metacognitive skills, with the aim of enabling learning in which students act autonomously, responsibly, critically and creatively.
Methods
It was a qualitative study. Data were gathered through the techniques of document analysis (26 portfolios) and a focus group. The skills developed by the students during portfolio construction were classified on the basis of cognitive and metacognitive processes.
Results
Portfolio construction enabled development of comprehensive, critical and creative thinking among students, through a dynamic, critical and reflective educational process.
Conclusions
Portfolios formed an innovative teaching, learning and assessment method that enhanced cognitive and metacognitive skills.
Teaching materials; Teaching; Competency-based education; Portfolio; Public health
