The Research Of Portfolio Assessment In Primary School

In 2001, a new round of curriculum reform began in our country. As a focal point of the reform, the evaluation method is paid highly attention by our country’s education scholars and experts. New curriculum reform requires us to change the past one-sided pursuit of scores of summative evaluation, the evaluation of focus on students’ development. But as a kind of typical process evaluation conforms, portfolio is suit for the education ideas in our country, then it was quickly introduced to our country, and widely used in the primary and middle school education evaluation. But after checking data and doing on-the-spot investigation, the writer found that the effect of the portfolio in Changsha elementary school’s is not obvious, so the author hopes that by investigation, we can find the reasons, and help improve the application of portfolio.Based on the author practice school as the research object, in the form of questionnaires and interviews to teachers, students and parents to investigate the three groups, by understanding portfolio appraisal, observes H implementation status of primary school in Changsha. Results showed that portfolio used more than ten years, has achieved certain success in some respects, mainly embodied in the following aspects:portfolio has received recognition evaluation subject, accept; Increased the students’self-confidence; rich in content of portfolio; Use the process to a certain extent reflects the individual difference; The relationship between teachers and students is improved and so on. However, on the premise of a certain achievements, portfolio exposed more problems, such as the teachers and students one-sided understanding of portfolio; Content of mixed and disorderly portfolio; Diversification of evaluation become a mere formality; Timely feedback, communication reflect is insufficient; Evaluation standard is not clear, and so on. The author through questionnaire and interview, found the cause of problems, and then from the aspects of teachers, students, schools and education departments and four aspects analyzes the portfolio of their own limitations. Finally, the author combined with reason, gives the corresponding Suggestions: change the traditional evaluation concept of teachers; To strengthen the guidance of the teacher training; Stimulate students’interest and strengthen their subject consciousness; Intensify the support of relevant schools and education departments; portfolio combined with other evaluation methods, etc. In this article the author intent-to don’t understand portfolio of the user to provide the reference and help to improve the use of portfolio, enrich the evaluation methods of diversification.