The Application Of Portfolio Assessment To Spoken English In Junior High Schools

With the development of new curriculum, great changes have taken place in many aspects of traditional education, which raised the standards of changing the student assessment methods. The traditional summative assessment is not fully adapted to the current teaching requirements, while a new student assessment method of formative assessment-portfolio assessment emerges as time requires, and brings new opportunities to improve students’ learning level. According to the portfolio assessment system theory, the author applies it in spoken English teaching of Junior high school, because for the students of Junior high school, spoken English is a difficulty. The students are usually lack of language environment, and opportunities to practice speaking. As a result, they lose interest in spoken English gradually. Based on the understanding of the present situation, the author combines portfolio assessment with spoken English teaching. In fully understanding the features of the portfolio assessment, the author applies portfolio assessment to spoken English teaching in Junior high school. Through the establishment of students’spoken English portfolio, students can get assessments including their advantages, disadvantages and the progress, from their classmates, their teacher, their parents and their own and then perfect their expression. As a result, it has improved the students’spoken English in fluency, content, accuracy and pronunciation.The study lasted for one year, during which the author selected60students as the subjects from Tianjin No.98middle school. The author used portfolio assessment method in the experimental class, while in the control class was still applied with the traditional summative assessment method. Through the oral test, questionnaire survey, spoken English portfolio, we can draw the following conclusion:In Junior high school English teaching, portfolio assessment can play a positive role to inspire and cultivate the students’ interest in spoken English learning, enhance students’ self-confidence, cultivate students’ communication and cooperation ability, and improve the spoken language ability, at the same time it can also promote students’ English level and teacher growth.