A Study On Effects Of Portfolio Assessment On Students’ English Writing Of Senior High School

As a necessary skill of English learning,English writing is an important way to fully reflect students’ learning situation.However,in actual English teaching classes,some teachers usually pay attention to students’ writing results and ignore the writing process.And the results are usually evaluated by traditional summative assessment.The new national curriculum standard of 2017 version proposes to combine the traditional summative assessment with formative assessment,and it focuses on the formative assessment,paying more attention to students’ learning process instead of only the learning results.As one of the forms of formative assessment,portfolio assessment has gradually caught people’s eyes in recent years and has been applied to practical teaching.In this study,through the methods of questionnaires and tests,the researcher conducts the empirical research on students’ writing of class 5,senior one in the Middle School Attached to Sichuan Normal University.According to the English composition scoring standard of college entrance examination,scoring is based on the content points,grammar structure,and transitional words.In addition,the scoring standard also points out that the use of punctuation is an aspect of language accuracy.So this research aims at studying how the portfolio assessment affects students’ English writing in terms of structure,transitional words,grammar,and punctuation.At the same time,the study also aims at studying in what degree that portfolio assessment can influence on achievements of students with different English writing levels.The result has been found in the study that after using portfolio assessment,students have some progress in terms of structure,transitional words,grammar,and punctuation.What’s more,the progress in correctly use of punctuation is the most obvious.In particular,in terms of structure,through the practice of portfolio assessment,the students can examine the topic and requirements carefully to identify the genre and construct their writing better;in terms of transitional words,by classifying and remembering the transitional words according to the function,students can appropriately use transitional words to make their writing more coherent and more logical;in terms of grammar,after the practice of portfolio assessment,students can correct errors of subject and verb consistency by themselves,and use more correct sentence structures.But they still feel confused about how to write the long complex sentences.Finally,in terms of punctuation,by portfolio assessment,students use punctuation more consciously,and the situation of omitting punctuation has been improved.In addition,it has also been found in the study that portfolio assessment influences students with different English writing levels in different degree.It benefits the under achievers most,and then the average students.The portfolio assessment has benefited the top students slightly.Through the empirical research,some pedagogical implications have been given to English writing teaching of high schools.First,the teacher should cultivate students’ awareness of examining the topic carefully to master the writing structure generally.Then,more attention should be paid to students’ writing process not only the results.At the same time,the results should be evaluated in various forms such as self-assessment,peer assessment and teacher assessment.And last but not the least,when assessing students’ works,the teacher should take care of each student and explore individual advantages and disadvantage and then give them targeted guidance.