University-Level Students’ Perceptions of Using the Portfolio Assessment Method for Japanese Learning

Portfolio assessment method (PAM) is essential to language learning as an assessment method, but very easy to overlook where paper-based tests are the main assessment tool, and the PAM can be more complex to assess learning than paper-based test. The present study explored the application and effect of the portfolio assessment method (PAM) on Japanese-learning students (JLS) by means of an extensive literature review and survey among JLS. Past studies have shown that portfolio assessments (PAs) can dynamically evaluate the learning progress of students and promote self-regulated learning and self-reflection. The qualitative research methodology as survey was used. Data was collected from 132 JLS from university A in China. Meanwhile, SPSS 24.0 was used to analysis the data. The results revealed that most of the students supported the combination of the PAM with traditional written tests as a form of assessment, thus indicating their high acceptance of this new mode of assessment. In addition, gender differences had no significant effect on the applicability of the PAM, indicating that it was widely applicable among students of different genders. In short, the PAM plays a significant role in promoting students’ knowledge development, identifying learning strengths and weaknesses, improving learning methods, and recording personal learning feelings, and has an important educational practice value.