| Since the new curriculum reform, researches on students' assessment have been the focus of all the educators. Not only Specialists from the Department of Education, colleges and universities, but also common teachers from primary and middle schools are having their own exploration of students' assessment from different levels. They have brought in new educational assessment system from abroad. At the same time they inherit and evolve traditional ways. Among those, portfolio assessment has been laid much stress on as it focuses on processes as well as products. Both teachers and the students show great interest in it. But how to use it correctly remains a problem.Based on the national curriculum standards for nine years of compulsory education, the history activity class is a comprehensive course. Taking part in the activities, students can get fully developed because this kind of class has the features of self-access. They can experience the procedures and develop their creativity.In this dissertation, we mean to talk about the application of portfolio assessment in junior history activity class, hoping to find a good way to do formative and summative assessment with the guidance of educational theories through experiment and research.Firstly, we disscussed the necessity of applying portfolio assessment. A survey over 500 Junior graders in Beibei District shows most of them prefer on-going assessment which can be done wholly and openly in different ways by themselves, peers and teachers. While the traditional assessment system can't fit with the activity history class. For instance, it overemphasizes discriminating and choosing. Its mono-aim, too much stress on subject learning and achievement, teachers' dominating, close disclosure of standards and rating criteria are not what students appreciate and this kind of assessment is inflexible and too static. So research must be done to set up a new assessment system which can be more easily integrated into the learning...
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