Portfolio Assessment Used In English Reading In High School

Portfolio was originated in the United States in the1980s. Parts of the schools in our country have set up relevant project to study them. Many scholars have also written related articles to explain the increasingly effect when it applied to teaching. English is one of the compulsory subjects of Chinese students, thus improving the students’ English reading level will prove their English study a lot.This thesis gives an adequately description on the research of portfolio assessment in China and outside of China and gives detailed information about the theories. Such as constructive learning theory, multiple intelligences theory and meta-cognitive theory. Then portfolio assessment is introduced into English teaching classroom. The aim of this thesis is to explore the feasibility and effects on the using of portfolio assessment in English reading. After analyzing the research design, methods and results of the experiment, the author believes that portfolio assess is an effective method to improve students’ reading ability. It can promote the students’participation, reflective thinking, self-directed learning, and more importantly, a sense of success will be give the students.This thesis is composed of six main chapters. The first chapter mainly introduces the research origin and value. The second chapter is the similar studies at home and abroad, based on the review of the previous studies, the necessity of the research is stated. The third chapter is the theoretical framework of the study and some characteristics of portfolio. The theories involved in the study including Multiple Intelligence and Formative Assessment. The characteristics are the contents, functions and models of portfolio. The fourth chapter presents the design of the experiments in the study, including materials, subjects, methods, tasks and procedures. In the fifth chapter, the results are analyzed. The sixth chapter is the conclusion, which briefly summarizes the practical implications and significance, limitations and recommendations for future studies.The results of the study provide strong evidence to support the hypothesis:portfolio assessment does have positive effects on students’ English reading. The experimental results show that, comparing with the results in the pre-test, the subjects from the Experimental Class performs better than those from the Control Class in the post-test. Therefore, it’s concluded that portfolio assessment is an effective means to improve students’ reading ability, and it has a broad prospect.