Abstract

This article presents a review of the theoretical support of the Portfolio of Evidence as a pedagogical tool to be used at the higher level with the aim of improving writing products, understanding the importance of developing in students’ skills for the optimal construction of academic writings. The portfolio then becomes a resource used by teachers not only to obtain evidence of the progress of students in the subject that is developed, but also constitutes an indicator to assess the progress in the acquisition of learning in the studentfrom the writings it produces. The particularity of being continuous and progressive also allows the student to self-assess their progress through the writing they make and can generate strategies for continuous improvement.