<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-2644</journal-id>
<journal-title><![CDATA[Revista Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Educación]]></abbrev-journal-title>
<issn>2215-2644</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-26442018000200034</article-id>
<article-id pub-id-type="doi">10.15517/revedu.v42i2.25937</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El portafolio electrónico como instrumento de evaluación y como estrategia de autorregulación en la formación de profesionales en música]]></article-title>
<article-title xml:lang="en"><![CDATA[The Electronic Portfolios as an Assessment Tool and as Self-regulation Strategy in the Formation of Professional Musicians]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Capistrán Gracia [1]]]></surname>
<given-names><![CDATA[Raul Wenceslao]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Aguascalientes  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>42</volume>
<numero>2</numero>
<fpage>699</fpage>
<lpage>716</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-26442018000200034&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-26442018000200034&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-26442018000200034&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estudiantado de música requiere de estrategias de autoevaluación no solo para determinar si ha mejorado, sino también para seleccionar las estrategias de práctica más adecuadas en caso de que no haya mejoría y lograr vencer los retos técnico-musicales. Por su parte, el personal docente a cargo debe contar con instrumentos de evaluación válidos y confiables que le permitan llevar a cabo una valoración objetiva, realista y justa del desempeño estudiantil. En este artículo, el autor ofrece una revisión a profundidad de la bibliografía sobre cuatro estrategias de autoevaluación de alto nivel metacognitivo y propone el uso del portafolio electrónico desde dos perspectivas: a) como estrategia de autorregulación que ayude al estudiantado a asumir una mayor responsabilidad por su propio aprendizaje, al monitorizar y autoevaluar sus esfuerzos a través de la recopilación de evidencias que le permiten reflexionar y tener una percepción más realista de sus logros; y b) como instrumento que contribuye para que el maestro o maestra lleve a cabo una evaluación más integral de los avances estudiantiles. Se espera que la información que aquí se proporciona fomente una práctica musical más holística y efectiva, y una evaluación más integral.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Music students require self-assessment strategies not only to determine if they have improved, but also to select the most appropriate practice strategies in case there is no improvement in order to overcome technical-musical challenges. On the other hand, teachers must have valid and reliable assessment instruments that allow them to carry out an objective, realistic and fair assessment of student performance. In this article, the author offers an in-depth literature review of four metacognitive high-level self-assessment strategies and proposes the use of the electronic portfolio from two perspectives: a) as a self-regulation strategy that help students to take greater responsibility for their own learning by monitoring and self-assessing their efforts through the collection of evidence that allows them to reflect and have a more realistic perception of their achievements; and, b) as an instrument that helps teachers to carry out a more comprehensive assessment of the student's progress. It is expected that the information provided here will foster a more holistic and effective musical practice and a more integral assessment.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Portafolio electrónico]]></kwd>
<kwd lng="es"><![CDATA[evaluación]]></kwd>
<kwd lng="es"><![CDATA[autoevaluación]]></kwd>
<kwd lng="es"><![CDATA[autorregulación]]></kwd>
<kwd lng="es"><![CDATA[práctica musical]]></kwd>
<kwd lng="en"><![CDATA[electronic portfolio]]></kwd>
<kwd lng="en"><![CDATA[assessment]]></kwd>
<kwd lng="en"><![CDATA[self-assessment]]></kwd>
<kwd lng="en"><![CDATA[self-regulation]]></kwd>
<kwd lng="en"><![CDATA[musical practice]]></kwd>
</kwd-group>
</article-meta>
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