The E-Portfolio as a Tool for Formative Assessment and Curricular Integration in Higher Education: A Theoretical Analysis

Abstract

Higher education faces the challenge of transforming assessment practices in a context characterized by massification, digitalization, and a competency-based approach. Within this framework, the e-portfolio has emerged as a relevant pedagogical tool to promote formative assessment, reflective learning, and curricular integration. This theoretical article aims to analyze the e-portfolio as a formative assessment instrument and a curricular articulator in higher education. Through an analytical review of specialized literature, the main conceptual foundations of the e-portfolio are examined, highlighting its contribution to the collection of learning evidence, the development of metacognition, self-regulated learning, and continuous assessment. The results of the theoretical analysis suggest that the e-portfolio supports more authentic and coherent assessment practices aligned with competency-based education, while strengthening the relationship between curriculum, assessment, and graduate profile. It is concluded that the e-portfolio represents a pedagogically sound tool to address current challenges in higher education, provided that its implementation is grounded in intentional curricular integration and a solid understanding of its educational principles.