A Study Into The Applications Of Portfolio Assessment In Senior School English Classroom Teaching

In the English classroom teaching evaluation based on the new concept of Curriculum, the combination of Formative Assessment and Summative Assessment is promoted in "Ordinary High School English Curriculum Standards"and the emphasis is laid on holistic teaching and evaluation, not just study skills. Teachers are not only a provider of Curriculum and teaching materials, but an environment creator of their own and students studying, planning and activities. Meanwhile, students should not be a passive absorber of information, but should become the main participants of the classroom, and active learners and evaluators. Therefore, a lot of teachers and educators are aware of the importance of new, practical evaluation methods. In this context, Portfolio Assessment has gradually been favored by researchers, it is brand new in the fields of China's English teaching, and it is a landmark of assessment instrument during the development of qualitative evaluation. It is consistent with the request that the evaluation system should be set up to further the all-round development of students, the life long improvement of teachers and the continuous development of curriculum. While we continue to enhance the Summative Assessment which examines the comprehensive application of language skills of the students, we should also lay stress on the role the formative evaluation played in students'development. This essay is based on the related research of the Portfolio Assessment at home and abroad, the theory of Portfolio Assessment and the full illustration of other contexts, introducing Portfolio Assessment into the teaching practice of English classroom, combining the theory of Task-based English language teaching, discussing the concept, characteristics, the type of Portfolio Assessment in detail, and studying on the applications of the Portfolio Assessment at Senior high school English classroom teaching. Through research findings, this essay puts forward the problems and solutions of the Portfolio Assessment in the Senior English classroom teaching which should be paid attention to. The author hopes that through the practice, exploration and research of the Portfolio Assessment in this paper, it can provide some valuable reference to the research of the Portfolio Assessment, especially the study of carrying out Portfolio Assessment in the Senior English Classroom Teaching.