An Action Research On Portfolio Assessment In Junior High School English Reading Teaching

English Curriculum Standards for Compulsory Education(2022 Edition)advocates recording students’ learning process through the creation of learning portfolios.Due to the increased difficulty of reading English in junior high school,the requirements for junior high school students’ reading ability have increased.As a formative assessment method,the portfolio assessment serves to collect the actual performance of junior high school students’ reading learning.Teachers promptly adjust instruction according to students’ reading learning status to promote the design and implementation of Integrating Teaching-Learning-Assessment(ITLA).This study was conducted in two rounds of action research over a period of 16 weeks with 49 students in the eighth grade at a middle school in Weifang.Using teaching journals,questionnaires,interviews and reading test papers,the study aimed to investigate the role of portfolio assessment in junior high school students’ English reading learning and junior high school English reading teaching.The specific research questions were as follows:(1)What are the attitudes of junior high school students towards the portfolio assessment ?(2)What kind of effects can be achieved by using portfolio assessment in junior school English reading teaching?(3)How to effectively use portfolio assessment in junior high school English reading teaching?The study found that(1)Portfolio assessment is a relatively new formative assessment method,and students hold positive attitudes toward it.(2)The use of portfolio assessment in junior high school English teaching is conducive to improving students’ reading attitudes and English reading ability.(3)By using portfolio assessment in junior high school English reading teaching,teachers should not only focus on teaching objectives,but also provide necessary scaffolding and timely feedback to students’ assessment,so as to better realize assessment for learning and assessment for teaching.In this study,portfolio assessment is deeply analyzed and applied to junior high school English reading classroom teaching.The author reflects on the shortcomings of the study to provide some reference for front-line teachers to practice the portfolio assessment and subsequent research.