The Application Of Portfolio Assessment In Senior High School’s English Reading Teaching

With the implementation of the New English Curriculum Standard, how to give studentscorrect and proper assessment has become a hot topic among teachers. The New EnglishCurriculum Standard advocates building a comprehensive assessment system aimed at students’overall development. In addition, it advocates combining formative assessment with summativeassessment and recommends that portfolio assessment which is an important approach offormative assessment and also other new assessment approaches should be applied into teachingpractices. As a consequent, portfolio assessment receives more and more attention these daysunder this circumstance. Apart from that, in senior high school’s English teaching, readingteaching plays an important part all the time. Just as a saying goes,“Those who do better inEnglish reading will win”. As a result, it has always been the aim and goal for English teachersto improve the effect and quality of English reading teaching. However, in daily teaching mostteachers still adopt traditional teaching methods and assessment approaches, which attach moreattention to students reading results and neglect their reading progress, let alone students’self-assessment and self-reflection. Therefore, English teaching, especially English readingteaching in senior high school is in need of an approach that attaches same attention to bothstudents’ reading result and their reading progress. There is no doubt that portfolio assessmentwhich is an important approach of formative assessment can solve this problem.This thesis did research on the application of portfolio assessment in senior high school’sEnglish teaching to test its effectiveness and feasibility. In all, there are five chapters in thisthesis, including introduction, literature review, theoretical basis, teaching experiment andconclusion. Introduction mainly accounts for research background, research significance and thelayout of the thesis. The first chapter literature review is employed to give description to theresearch on portfolio assessment at home and abroad. The second chapter accounts for thetheoretical basis of portfolio assessment with the aid of Constructivism, Multiple Intelligenceand formative assessment. In the third chapter, the teaching experiment is described thoroughly.The author chose students of two parallel classes from Weifang No.4Senior High School assubjects. The teaching experiment lasted about five months to teat out whether portfolio assessment has positive effect on English reading teaching in senior high school and thecomprehensive assessment of students. Research purpose, research questions, research methodsand research progress are included in this chapter. The purpose of the fourth chapter is to providerelated suggestions to both teachers and students when they apply portfolio assessment. The lastchapter is conclusion, which consists of findings of the teaching experiment and limitations.