| English writing,as a fundamental language skill,is still a bottleneck problem in English teaching.Writing can not only provide insights into students’ English learning,but also examine students’ English pragmatic competence.However,based on the current situations of English writing teaching and learning in senior high school,English writing needs to be improved.In the process of English writing teaching,teachers are liable to use the traditional teaching and assessment method,namely assigning the writing tasks-producing the writing works-grading and editing the writing samples-remarking on writing works.There is too much emphasis on the writing results and the process of writing is neglected so that students’ writing strategies cannot be well-developed.In addition,it overestimates teachers’ assessment,self-assessment and self-reflection of students cannot be strengthened.Therefore,it is necessary to perform the innovation of English writing teaching and writing assessment.According to the status quo of English writing and assessment,it is significant to introduce portfolio assessment into English writing teaching.Portfolio assessment was a new quantitative assessment method,which emerged along with the assessment reforms movement in the western countries in 1980 s.In recent years,more and more attention has been paid to portfolio assessment all over the world.Given the current situation of English writing in high school,the thesis is intended to elaborate the development and characteristics of portfolio,reveal the connotation of portfolio assessment and analyze the advantages of portfolio assessment.Then the thesis is apt to explore whether portfolio assessment can be feasible in senior high school English writing course.And finally the implementation procedures of portfolio assessment in senior high school will be illustrated in detail.The study took 113 students from Grade 2 in NO.2 Middle School of Kashi as the research subjects.In the research,Class 3 was regarded as the experimental class and Class 4 was treated as the controlled class.The experiment lasted for four months.The three research questions were discussed as follows:(1)Can portfolio assessment affect students’ writing strategies?(2)Can portfolio assessment reinforce students’ reflective ability?(3)Can portfolio assessment strengthen students’ writing proficiency?The portfolio assessment was carried out in the experimental class,while the controlledclass adopted the traditional writing teaching and assessment methods.The data were mainly from questionnaires,interview and writing tests,which were statistically analyzed via SPSS 22.0.Through analyzing the experimental statistics,the essential conclusions were drawn as follows:First of all,portfolio assessment can have great influence on students’ English writing strategies.Secondly,portfolio assessment can effectively reinforce students’ reflective ability in English writing.Finally,portfolio assessment can strongly strengthen students’ English writing proficiency.The experimental results indicate that it is feasible to introduce portfolio assessment into English writing teaching in senior high school,and it can bring about positive effects on writing.Through implementing portfolio assessment,the author received the implications form three aspects including school administrators,teachers and students.In the meanwhile,the author also realized portfolio assessment is not so perfect that there exists some problems and disputes.Therefore,the author makes conclusions on the relative problems occurred in the implementation of portfolio assessment,then puts forward referable suggestions for further research on the basis of the limitations. |
