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Abstract
Since the birth in the 1960s and 1970s， as a newly born production， portfolio assessment has attracted a lot of attention and has become more and more popular among fields like teaching and research. Without exception， the majority of studies focused on its brief introduction and application in different stages and subjects. By means of skimming several related thesis and articles， the author has grasped this method roughly： theory structure， advantages and disadvantages， application model etc. In this article， the author will have a big picture about its theoretical knowledge.
1. Introduction
Under the great tide of education revolution， a great many of professors and researchers made many efforts to dig out new items of evaluation. It’s since the 1960s and 1970s that portfolio assessment became familiar with us， which enhanced the comprehensive development of the functions of education. When the west was going through Assessment Reformation Activity， Portfolio assessment took place and became prosperous. Normally， this method was utilized to record and to get some information concerning a student’s progress. For us， portfolio assessment was actually imported goods， thus it may look very flexible and not easily to be put into use. Moreover， the particularities of infants and kindergartens added more difficulty when we made remarks on this system of evaluation.
2. Theories on Portfolio Assessment within Preschool education
2.1 Constructivism
Constructivism has developed for decades and has become very popular in the later half of the 20th century. It is a theory of knowledge argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas. We construct our own understanding of the world we live in. Each of us generates our own “rules” and “mental models，” which we use to make sense of our experiences.
Formalization of the theory of Constructivism is generally attributed to Jean Piaget， who suggested that through processes of accommodation and assimilation， individuals construct new knowledge from their experiences.
When individuals assimilate， they incorporate the new experience into an already existing framework without changing that framework. This may occur when individuals' experiences are aligned with their internal representations of the world， but may also occur as a failure to change a faulty understanding； for example， they may not notice events， may misunderstand input from others， or may decide that an event is a fluke and is therefore unimportant as information about the world. In contrast， when individuals' experiences contradict their internal representations， they may change their perceptions of the experiences to fit their internal representations. According to the theory， accommodation is the process of reframing one's mental representation of the external world to fit new experiences. Accommodation can be understood as the mechanism by which failure leads to learning： when we act on the expectation that the world operates in one way and it violates our expectations， we often fail， but by accommodating this new experience and reframing our model of the way the world works， we learn from the experience of failure， or others' failure. 2.2 Theory of multiple intelligences
The theory of multiple intelligence is a theory that differentiates it into specific （primarily sensory） "modalities"， rather than seeing intelligence as dominated by a single general ability. This model was proposed by Howard Gardner in his 1983 book Frames of Mind： The Theory of Multiple Intelligences. Gardner articulated eight criteria for a behavior to be considered an intelligence. These were that the intelligences showed： potential for brain isolation by brain damage， place in evolutionary history， presence of core operations， susceptibility to encoding （symbolic expression）， a distinct developmental progression， the existence of savants， prodigies and other exceptional people， and support from experimental psychology and psychometric findings.
Gardner chose eight abilities that he held to meet these criteria： musical–rhythmic，visual–spatial，verbal–linguistic，logical–mathematical，bodily–kinesthetic，interpersonal， intrapersonal， and naturalistic. He later suggested that existential and moral intelligence may also be worthy of inclusion. Although the distinction between intelligences has been set out in great detail， Gardner opposes the idea of labeling learners to a specific intelligence. Each individual possesses a unique blend of all the intelligences. Gardner firmly maintains that his theory of multiple intelligences should "empower learners"， not restrict them to one modality of learning.
Gardner argues intelligence is categorized into three primary or overarching categories， those of which are formulated by the abilities. According to Gardner， intelligence is：
1. The ability to create an effective product or offer a service that is valued in a culture
2. a set of skills that make it possible for a person to solve problems in life
3.the potential for finding or creating solutions for problems， which involves gathering new knowledge
3. Conclusion
In this article， the author makes a general picture of portfolio assessment， which includes theoretical background， etc. To be honest， it’s really out of my expectation as this assessment method is much more difficult to make a summary or a definition through evolution. Fortunately， we’ve got the general idea of this evaluation， which may generate much enlightenment for future learning and teaching. Unlike other paper， the author transfers his attention to its theoretical knowledge.
Bibliography
[1] A.E.seely. Portfolio Assessment.California： Teacher Created Materials Ins， 1994. （6）.
[2] Gardner， H.Frames of mind： The theory of multiple intelligences， New York， Basic books， 1983.
[3] Grace，Cathy. The Portfolio and Its Use： Developmentally Appropriate Assessment of Young Children .ERIC Digest，1997，（4）.
Since the birth in the 1960s and 1970s， as a newly born production， portfolio assessment has attracted a lot of attention and has become more and more popular among fields like teaching and research. Without exception， the majority of studies focused on its brief introduction and application in different stages and subjects. By means of skimming several related thesis and articles， the author has grasped this method roughly： theory structure， advantages and disadvantages， application model etc. In this article， the author will have a big picture about its theoretical knowledge.
1. Introduction
Under the great tide of education revolution， a great many of professors and researchers made many efforts to dig out new items of evaluation. It’s since the 1960s and 1970s that portfolio assessment became familiar with us， which enhanced the comprehensive development of the functions of education. When the west was going through Assessment Reformation Activity， Portfolio assessment took place and became prosperous. Normally， this method was utilized to record and to get some information concerning a student’s progress. For us， portfolio assessment was actually imported goods， thus it may look very flexible and not easily to be put into use. Moreover， the particularities of infants and kindergartens added more difficulty when we made remarks on this system of evaluation.
2. Theories on Portfolio Assessment within Preschool education
2.1 Constructivism
Constructivism has developed for decades and has become very popular in the later half of the 20th century. It is a theory of knowledge argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas. We construct our own understanding of the world we live in. Each of us generates our own “rules” and “mental models，” which we use to make sense of our experiences.
Formalization of the theory of Constructivism is generally attributed to Jean Piaget， who suggested that through processes of accommodation and assimilation， individuals construct new knowledge from their experiences.
When individuals assimilate， they incorporate the new experience into an already existing framework without changing that framework. This may occur when individuals' experiences are aligned with their internal representations of the world， but may also occur as a failure to change a faulty understanding； for example， they may not notice events， may misunderstand input from others， or may decide that an event is a fluke and is therefore unimportant as information about the world. In contrast， when individuals' experiences contradict their internal representations， they may change their perceptions of the experiences to fit their internal representations. According to the theory， accommodation is the process of reframing one's mental representation of the external world to fit new experiences. Accommodation can be understood as the mechanism by which failure leads to learning： when we act on the expectation that the world operates in one way and it violates our expectations， we often fail， but by accommodating this new experience and reframing our model of the way the world works， we learn from the experience of failure， or others' failure. 2.2 Theory of multiple intelligences
The theory of multiple intelligence is a theory that differentiates it into specific （primarily sensory） "modalities"， rather than seeing intelligence as dominated by a single general ability. This model was proposed by Howard Gardner in his 1983 book Frames of Mind： The Theory of Multiple Intelligences. Gardner articulated eight criteria for a behavior to be considered an intelligence. These were that the intelligences showed： potential for brain isolation by brain damage， place in evolutionary history， presence of core operations， susceptibility to encoding （symbolic expression）， a distinct developmental progression， the existence of savants， prodigies and other exceptional people， and support from experimental psychology and psychometric findings.
Gardner chose eight abilities that he held to meet these criteria： musical–rhythmic，visual–spatial，verbal–linguistic，logical–mathematical，bodily–kinesthetic，interpersonal， intrapersonal， and naturalistic. He later suggested that existential and moral intelligence may also be worthy of inclusion. Although the distinction between intelligences has been set out in great detail， Gardner opposes the idea of labeling learners to a specific intelligence. Each individual possesses a unique blend of all the intelligences. Gardner firmly maintains that his theory of multiple intelligences should "empower learners"， not restrict them to one modality of learning.
Gardner argues intelligence is categorized into three primary or overarching categories， those of which are formulated by the abilities. According to Gardner， intelligence is：
1. The ability to create an effective product or offer a service that is valued in a culture
2. a set of skills that make it possible for a person to solve problems in life
3.the potential for finding or creating solutions for problems， which involves gathering new knowledge
3. Conclusion
In this article， the author makes a general picture of portfolio assessment， which includes theoretical background， etc. To be honest， it’s really out of my expectation as this assessment method is much more difficult to make a summary or a definition through evolution. Fortunately， we’ve got the general idea of this evaluation， which may generate much enlightenment for future learning and teaching. Unlike other paper， the author transfers his attention to its theoretical knowledge.
Bibliography
[1] A.E.seely. Portfolio Assessment.California： Teacher Created Materials Ins， 1994. （6）.
[2] Gardner， H.Frames of mind： The theory of multiple intelligences， New York， Basic books， 1983.
[3] Grace，Cathy. The Portfolio and Its Use： Developmentally Appropriate Assessment of Young Children .ERIC Digest，1997，（4）.