档案袋评价在高中英语阅读教学中的应用研究学科教学(英语)专业论文.docxVIP

杭州师范大学硕士学位论文R 杭州师范大学硕士学位论文 Research on Application of Portfolio Assessment in English Reading in High School Ⅰ Ⅰ Introduction Research background The English Curriculum for Senior High School Student(Trial)(hereafter the English Curriculum for short)(2003:6)states “on the basis of English learning at compulsory educational stage, the general English curricular goals are to further identify the purpose of English learning, develop students’ autonomous learning ability, form the effective learning strategies and cultivate students’ integral language practical competence.” It puts forward the basic ideas of improving assessment system and promoting students’ development. The English curriculum emphasizes that assessment is an important and integral part of the English Curriculum; scientific assessment system is the crucial guarantee for reaching the curricular goals. However, in the long run, influenced by the exam-oriented educational system, English teaching and learning assessment in senior high school overstresses its sorting and selecting function, primarily dependent on summative assessment. The score from a test becomes the only criterion of measuring student’s English proficiency. In fact, “a specific test is only one indication of learning (see Wang Qiang,2003:273;Vale and Feunteun,1995;Dean,2001)and often does not reflect a whole picture or provide a fair measure of overall achievement”(see Wang Qiang,2003:273).Thus this kind of assessment has greatly undermined students’ initiatives, creativity, self-confidence and interest in English learning, unbeneficial for learner autonomy and attaining the curricular goals. The basic educational curriculum innovation has definitely set forth the establishment of assessment system that promotes students’ all around development. It asserts the assessment on students should be mainly based on formative assessment, combined with summative assessment. The English Curriculum(2003:51-52)further points out that the English lea