The Application Of Portfolio Assessment To English Writing Instruction For English Majors

English writing assessment in China has long been predominated by timed single essay tests, which is not appropriate for evaluating students’ writing proficiency. As a promising alternative of educational assessment, portfolio is gaining attention in recent years. However, the validity of portfolio assessment has been criticized for the shortage of empirical researches. More studies should be conducted to provide empirical evidences for portfolio assessment. The Reading-Discussing-Writing course was first developed for English majors in the Foreign Studies College of Hunan Normal University in2007, and its research results show that the curriculum reform has profoundly affected students’ language proficiency, including writing ability. But feedback from the students indicates that unilateral declaration of reform in teaching methods is destined to be hindered by the traditional evaluation system. Therefore, it would be of significance to apply portfolio assessment to the Reading-Discussing-Writing course.Based on the reform of the Reading-Discussing-Writing course, the present study is mainly devoted to investigating the effect of applying portfolio assessment to English writing instruction. Deeply rooted in Constructivism Theory and Multiple Intelligences Theory, portfolio assessment advocates evaluating students in a dynamic and multidimensional rather than the traditional summative way. The present study lasted more than three months (from September to December,2013), fifty-four sophomores were involved in the experiment. The present study is a combination of an empirical study and a case study. All the students were divided into two groups (a high-level group and a lower-level group) in accordance to their performance in the latest final examination (in June,2014), of each group three students with similar proficiency were selected for case study. Besides, various instruments were adopted to provide multiple sources of data, such as including writing products, the PTA rating scale, interview, questionnaires, etc. Five factors were related to students’writing proficiency, thus both qualitative and quantitative data were collected in order to answer two main questions:(1) Are there any significant differences before and after the experiment in the Reading-Discussing-Writing course in terms of the five factors (namely, attitude, motivation, feedback, revision and autonomy) related to the writing process? And (2) Are there any significant differences before and after the experiment in the Reading-Discussing-Writing course in terms of students’writing proficiency? The present study can be roughly divided into three stages: first, before the experiment. Theoretical bases of portfolio assessment and the research design were introduced to all the participants. In addition, criteria of portfolio assessment were explained at length. Second, during the experiment. The researcher worked as a non-participatory observer and attended the Reading-Discussing-Writing classes every Wednesday morning from September to December in2013, and took notes of students’performance. Data from multiple resources were collected. Third, after the experiment. Multiple sources of data were sorted out for further analyses. Paired sample t test and multiple liner regression analysis were employed to handle this issue.Tentative conclusions could be arrived at according to the present study:First, English majors have the tendency to accept portfolio assessment as an effective learning tool. Data gained from interview and students’reflective essays show that a large proportion of participants are positive towards the application of portfolio assessment to English writing products. Second, portfolio assessment facilitates students’ writing proficiency in several dimensions. It has been revealed that portfolio assessment is beneficial in triggering motivation, enhancing confidence, fostering learner autonomy and finally improving students’ writing proficiency. Third, the application of portfolio assessment is feasible among English majors and portfolio assessment should be adopted as an alternative assessment instrument in the Reading-Discussing-Writing course. The present study is unique in terms of its background, as the Reading-Discussing-Writing course is a recent development in English curriculum reform...