The Application Of Portfolio-Based Assessment In English Writing Teaching In Senior High School

According to the common high school English curriculum standard(2017),language skills are an important part of language proficiency.Language skills including listening,speaking,reading,viewing,writing and other skills.Listening,reading and viewing are comprehension skills,speaking and writing are expressive skills.In the process of language learning,comprehension skills and expressive skills complement and promote each other.By observing the changes of the curriculum standards and the reform of Chongqing college entrance examination,we can find out that English writing is still one of the important tasks of English teaching,and writing,which in the English scores of college entrance examination,is still the major part.However,our high school English writing class still has some problems that we cannot ignore it at present.Just as Ding fang(2004)pointed out that the foreign language teaching in China has a lot of problems,such that the teaching forms and methods lack of innovation,the learning attitude of students is not positive and so on.Therefore,how to scientifically and effectively carry out teaching evaluation becomes a problem that cannot be ignored.According to the contents of new curriculum standards in 2017,the forms of teaching evaluation should be diversified.Teachers should be guided by the core competence of English subject,and they should design various evaluation activities with students according to the content of activities,such as the use of the portfolio-based assessment.The growth record bag is an important way to show the students’ dynamic learning process,which reflects the efforts,the achievement and the learning results made by the students in the learning process.Through the establishment of growth record bag,teachers can supervise and urge students to check the completion status of homework.What’s more,students can independently choose their satisfied works.and they can reflect on their learning methods and learning achievement.The portfolio-based assessment can cultivate the learning autonomy and self-confidence of students.It embodies the main process of students that participated in the evaluation.The growing record bag also providesstudents’ dynamic learning process and progress record to school,teachers and parents.In this experiment,the author combined the portfolio-based assessment with regular high school English writing activities.Guided by the new curriculum standard,the author hope to save some problems in the high school English writing class with specific solutions.After all,this experiment meant to improve the reliability and validity of English teaching.Specifically,the purpose of this study is to discuss:1.Can the portfolio-based assessment cause and further improve the autonomy of students’ English writing?2.Can the portfolio-based assessment better assist teachers to monitor and guide students’ English writing,so as to improve the quality of English writing teaching?In this experiment,the author selected a class from a middle school in Chongqing.This class has 50 students in total,and all these students’ learning abilities approximately have no difference.They all taught by the same teacher and they all used the same teaching materials.The experiment spanned one semester.The evaluation method of composition adopted the portfolio-based assessment.Considering the practicality and directivity of teaching behaviors,the author used the2016 national college entrance examination Ⅱ volume to conducted a pretest to students.The author also surveyed a preliminary questionnaire among students.Then the teacher followed the normal schedule.At the end of the semester,the author used the 2017 national college entrance examination Ⅱ volume to conducted a post-test to students.The author also surveyed a questionnaire among students,and interviewed some teachers.After collected the experimental data,the author used Excel to conduct the statistical analysis.According to this experiment,the author draw the conclusion that the portfolio-based assessment can cause and further improve the autonomy of students’ English writing.Besides,the portfolio-based assessment can better assist teachers to monitor and guide students’ English writing,so as to improve the quality of English writing teaching.At the end of the article,the author also pointed out some shortcomings of this research,and put forward some suggestions for the users,who want to apply the portfolio-based assessment to English writing class in regular high school.