A Study Of Practical Application Of Teaching Portfolio Assessment

Teaching portfolio assessment as one of professional development model of teacher assessment, was created in such a background that teachers have been required to be reflective practitioners. Teaching portfolio has a history of more than 20 years and influenced significantly throughout America. Recently, teaching portfolio assessment has been introduced into China, and there are some middle or primary schools have applied it into their own assessment practices. This thesis intends to sum up the problems in the school practices of teaching portfolio assessment in our country and give some suggestions for the future through the introduction and analysis of the practice of these schools combined with the practice in America.The thesis includes a foreword and five chapters. The foreword presents the reason of the title choice, literature review, methodology and the frame of the thesis.Chapter 1 introduces the theoretical background of teaching portfolio assessment, including the development process of teacher assessment, two different models of assessment: accountability model and professional development model.Chapter 2 summarizes the teaching portfolio assessment, including its concept and history the way of creating and evaluating.Chapter 3 describes the school practices of teaching portfolio assessment in our country, mainly including two cases.Chapter 4 analyses the two cases combined with the practices in America, and mainly discusses three aspects of the application of teaching portfolio assessment in school practices: implementing the teaching portfolio assessment in schools; constructing a system of teaching portfolio assessment; the requirements of the teaching portfolio evaluators.Chapter 5 summarizes the problems in the school practices of teaching portfolio assessment in our country, and gives some suggestions.