Innovative Assessment in Higher Education

The use of the portfolio as an evaluation instrument in higher education is based on the need to develop competencies. The use of a narrative as an open record of information has benefits both for the reflection and autonomy of students, as well as for teachers. The objective of this article is to study the adequacy of the portfolio as a participatory evaluation instrument in a service-learning project within a university subject. The results indicate that the participants become involved as protagonists of an authentic evaluation, which improves curricular learning.