The Application Of Portfolio Assessment In High School English Teaching

Portfolio Assessment is an important form of Formative Assessment. AsThe Normal Senior English Curriculum2003(on trial) points out, theassessment system of English course needs to reflect the multi-element of theevaluation subjects and the diversification of the evaluation methods;assessment should focus on the developing process of students’comprehensive language application ability and the effect of their learning.The Trial also advocates the combination of Formative Assessment andSummative Assessment, focusing both the result and the process of students’language learning. On the basis of related theories of Portfolio Assessment andcombined with Data Studies, the method of Interview, Action research methodand Questionnaire survey, the author of the thesis carry out the experiment inShiqian Senior School in Shiqian County of Guizhou Province. The subjectsof the experiment consist of64students in Class15Grade1. The experimentlasting for5months, tries to explore the application of Portfolio Assessmentin high school English teaching and confirm its effectiveness.The research mainly focuses on the implementation of Portfolio Assessmentin high school English teaching. The research involves the viewpoints of bothteachers and students about Portfolio Assessment, the procedures of theimplementation of the assessment, and the effect on students’ attitudestowards English learning, on their learning ability and language proficiency.The experimental results indicate that compared with the traditional Summative Assessment, students find it fairer and satisfied to be involved inthe assessment and see their every bit of progress. The results alsodemonstrate that Portfolio Assessment definitely can improve the students’language proficiency, their attitudes towards learning English, and their abilityto self-reflect and adjust learning strategies suitable for themselves.