An Application Research On Portfolio Assessment Exemplified

Nowadays, summative assessment is still very popular. To compare with summative assessment, portfolio assessment, one of the learner-centered formative assessments, owns greater advantage than it. We take junior high English teaching as an example. Through the recording, accumulation, analysis, reflection and evaluation of students’, this thesis tries to approve that portfolio assessment is capable of improving students’ learning ability and learning efficiency as well as forming their self-study habits by the theoretical review, significance discussion and application research of portfolio assessment.The thesis has put forward the actual significance of this research and made a detailed elaboration on portfolio assessment like its summary, theory background and the status of domestic and foreign research etc. with a lot of documentations through the description of current teaching status of junior high English teaching at our area and the requirements of junior high English teaching stipulated by new English curriculum standards. In order to testify how portfolio assessment makes improvements on the teaching of junior high English listening and speaking, the author took two classes in Grade7as the objects of study and made a four-month experimental study on the following questions.1)If portfolio assessment can play a role of improving students’learning interests.2)If portfolio assessment can promote their self-examination, improve the subjective initiative of students’learning and achieve effective self-learning management.3) If portfolio assessment can help students make improvements on their grades.In the teaching experiments, the author applied portfolio assessment in teaching of experimental class, but fulfilled traditional teaching assessment in another compared class. After the analysis of the experimental data, we found that the students in experimental class had made obvious bigger improvements than the ones in the compared class. They showed more learning interest and higher learning enthusiasm in class. The relationship between students and teachers are more friendly and closed. They are more confident of learning. In learning, the students understood more how to achieve self-examination on learning through multi-assessment patterns, obtained experience and comparisons by assessments on other students and grasped self-restraint and self-management in learning. Through the participation of all kinds of group activities instructed by teachers, every student could take an active part in them and mull things over. Their subjective initiative was activated and listening and speaking was improved gradually. Therefore, all the experimental questions put forward by the author were tested and verified.At last, the author made a summary on the promoting role on junior high English listening and speaking teaching by portfolio assessment and on those problems meet during the course of its accomplishment. The author also got some inspirations on junior high English listening and speaking teaching through their study. As the study itself is still experimental with many flaws, the author put forward some her own suggestions on future relevant study as well.