A Study On Portfolio Assessment Of Research-based Curriculum

Portfolio assessment is an important method of student assessment. Although there has been some studies on this question, the misunderstanding of which has led to many problems, making the portfolio only a collecting bag, which does not play its assessment function. To solve these problems, we should find their roots and think about some questions such as: How do teachers and students understand and use the portfolio of research-based curriculum? How do they understand assessment? How do they understand the portfolio assessment?This dissertation adopts the method of interview, choosing eleven teachers and some of their students in five schools of Shanghai Pudong district as interviewees, describing portfolio assessment using in research-based curriculum. In order to improve the assessment about research-based curriculum, this paper tries to define the particular meaning and operating methods of portfolio assessment.The first chapter of this paper expounds the background of the portfolio assessment. It also reunderstands the student, the study and the knowledge from the angle of the constructivism theory, the multiple intelligence theory and the postmodernism theory, which can be supporting theories of the portfolio assessment. The second chapter accounts for the meanings and characteristics of portfolio assessment, and summarizes the methods of portfolio assessment overseas. The third chapter describes portfolio assessment of research-based curriculum from10 questions which arises in our practice. Finally, the paper draws some conclusions and puts forward suggestions on portfolio assessment in practical application.