A Study On Portfolios As A Tool In ELT Assessment

This thesis focuses on the reform of evaluating English language in ELT in China. The current English curriculum innovation has resulted in the teachers'design and piloting of portfolios as a tool for formative assessment. However, whether the portfolios can really serve that purpose needs to be examined or whether the portfolio assessment can bring about a notable change in the responsibility for their own learning remains to be seen. Can we get evident effects with the help of Home Portfolios? A questionnaire was design by the author after six-month research, which are used to provide data and suggestions for practiced teaching.This thesis consists of five chapters. Chapter One is the introduction of current state of ELT assessment. Chapter Two is a review of literature on formative assessment. Chapter Three focuses on components of portfolios such as the definition, modalities, features and principles underpinning the use of portfolios. And also reveal the relationship between portfolios at school and at home. Chapter Four gives an account of the current study on portfolios at school and at home. It describes methodology in terms of subjects, instruments, methods and procedures of the experiment. Findings are produced in the chapter. They indicate that the two portfolios work together do have a positive effect on helping students assume more responsibility for their own learning and develop their ability of self-evaluation and result in the progress of the results. And some proposals are put forth in this chapter. In Chapter Five, the author points out the significance and the limitation of the study. And the author concludes with remark that changes in ELT assessment such as the use of portfolios present challenges to English teachers. A preferable way for teachers to cope with the development is to conduct empirical research on innovation as well as implementing innovation.