High School Geography Learning Portfolio Assessment System Construction And Demonstration

With the continuous deepening of the new curriculum reform, in order to adapt to thenew curriculum standards, evaluation of students have higher requirements, the traditionalevaluation methods has lagged behind the new evaluation methods to be more able to reflectstudent learning, including not only the students he evaluation of academic achievement butalso record the students ’learning process, based student self-assessment in the evaluationprocess, and promote students’ self-reflection. Portfolio assessment is undoubtedly the mostable to meet the new evaluation requirements, so how to use portfolio assessment in theteaching process and establishing a scientific evaluation system is an important topic foreducators to face.Starting from the reality of high school geography and combining the present status ofthe research at home and abroad, this thesis has established a set of assessment system ofgeographical learning portfolio in accordance with some relevant theories. By means ofapplying the system to practice, the author makes a further test and verification with an aim tomake a scientific evaluation on student learning, so as to improve the effectiveness of thehigh school geography teaching. It’s of great guiding significance for the practice. On thewhole, this thesis consists of six parts as follows.The first part consists of the significance and the method as well as the technologyroadmap of the study. Since it’s not a long time for the portfolio assessment entering intoChina, the research has been still in the initial stage. However, the idea of portfolioassessment is in line with China’s new curriculum standards. It shifts the subject of evaluationfrom teachers to students and focuses on the record of students’ learning process, learningattitude and learning methods. In the process of studying, this thesis adopts a series ofmethods as the literature research method, the investigation method, the expert consultationmethod as well as the experimental validation.Based on the relevant materials form home and abroad, the author summaries theconnotations of portfolio, portfolio assessment and portfolio assessment of geographicallearning in the second part. In addition, the author also sums the three types of portfolioassessment, namely showcase portfolio, evaluative portfolio and composite portfolio. The third part is the literature review of studies on portfolios in China and overseas.According to which, this chapter analyzes the three problems in the study of portfolioassessment.According to the studies at home and abroad, and a series of theories like theMultiple Intelligences Theory, Psychological Theory and Bloom’s Taxonomy of EducationalObjectives Theory as well as the evaluation requirements of high school geographycurriculum standards, the author establishes a set of assessment system of geographicallearning portfolio in the fourth part of the thesis. By means of questionnaires and expertconsultations, the author determines the levels of the assessment criteria, the first-classindex and the second-class index of the assessment and the distribution of the weightingtargets.In the fifth part, the author applies the index system to teaching, and finds itseffectiveness and problems by means of interviewing teachers and students.On the basis of the results of the test, the author reviews and summaries theassessment system in the last part. Apart from pointing out the deficiencies of the study, theauthor also states those contents which are needed to be further improved.