An Empirical Study On The Application Of Portfolio-assessment To English Writing Teaching In Senior High School

English writing is an important part of English learning and also a challenge for many learners.For years,English writing has always been the focus of English teaching in senior high school.In the context of subject core literacy,it is even more urgent to improve English writing skills of high school students.By observing the changes in curriculum standards and the reform of the college entrance examination in Guizhou province in recent years,the author has found that there are new requirements for English writing teaching.Students are faced with new types of writing in the new college entrance examination,which makes English writing teaching more challenging.However,in some general high schools of remote areas,English teachers still use teaching and assessment methods that do not meet the curriculum standards.This has led to ineffective teaching of English writing,and made teachers become the main subject of assessment.This traditional summative assessment method is not effective enough to develop students’ interests,cultivate self-reflection ability in English writing and their writing habits.Meanwhile,in the new curriculum standards（2017）,portfolio assessment is actively advocated as a new form of assessment method.In order to take advantage of Portfolio Assessment to the most extent,the author applied it to the teaching of English writing in a remote general high school,the No.1 Senior High School of XX County so as to offer an alternative assessment to promote English teaching and students’ English writing ability to the senior high school in rural area.The teaching experiment lasts for 20 weeks from September 2021 to January 2022 with 115 students from class 5 and class 20 being selected as the research subjects,and the research questions are listed as follow:（1）How does the portfolio assessment facilitate the improvement of students’self-reflection in writing?（2）In what aspects can the portfolio assessment promote senior students’ writing proficiency more effectively than the traditional assessment method?In the experiment,the author applied portfolio assessment to English writing teaching in EC while traditional summative assessment method was adopted in CC.The data and related material of the research was collected by qualitative and quantitative research methods.After the experiment,the author used SPSS to analyse the data.By comparison,it can be seen that the writing level of the students in the experimental class has improved compared to that of the control class.At the same time,students in the experimental class show significant improvements in their writing initiative and self-reflection ability on English writing,so does their writing habits.Therefore,the three research questions posed by the authors have been verified after the research.At last,the author concludes some problems existing in the implementation of portfolio assessment.Based on the major findings,several implications for the English writing teaching are listed by the author.In the last part of the thesis,the author provides several suggestions for the further research based on the analysis of limitations of the research.