Student Portfolio Assessment Methods In The Application Of Our Primary And Secondary Schools

Method of student portfolio assessment, as one of means of qualitative evaluation , emerged from "assessment reforms movement " in the western country ,and was applied to instructional practice in America in 1990s'.Different scholars have their own definitions of portfolio assessment ,In a generic sense, Portfolio assessment is the systematic and selective collection of students' work that shows their mastery or growth in a particular subject area over a period of time. In addition , Scholars and teachers abroad explored goals of portfolio assessment .types of portfolio assessment, and contents of portfolio assessment in both theory and practice.Under the background of basic educational curriculum reform and student subjectivity's importance being increasingly advocated, The method of student portfolio assessment arouse educators and teachers' extensive attention, because of such advantages as promoting teachers and students' reflection, strengthening relations between schools and families , bringing students' subjectivity into full play ,and embodying students' individuality. Under the direction of developing evaluative perspective, Some elementary-middle schools begin to apply student portfolio assessment to student evaluation. This research takes the means of case study ,and aims at investigating how a middle school applied this evaluative method. According to concrete application and the reactions of teachers, students, and parents, We can see that schools taking this method have made some achievements. On the other hand , the theoretical research and practical exploration in this matter have just started .Besides, traditional evaluation and exam-centered orientation are deeply rooted in people's mind, which all contribute to some problems in the course of application. To help all levels of schools apply this method more effectively ,this study will attempt to make reasonable suggestions on the basis of our country's cultural background and schools' instructional reality, and hopes to benefit the ongoing assessment reform movement in our country to some extent.