The Experimental Study Of Portfolio Assessment In English Writing Teaching Of Senior High School

Writing is a vital part of English teaching,and many education workers apply various teaching modes and evaluation patterns to improve the quality of English writing teaching in senior high school,but there are still some shortages in the teaching,which mainly focus on the three points: First,the English writing teaching emphasizes the result and looks down on the writing process.Second,students lack the internal drive of study and the awareness of using writing strategies.Third,students are rarely concerned about writing evaluation,so the students’ ability of self-evaluation and peer evaluation is weak.Therefore,the research applies portfolio assessment to make up for the deficiencies,mainly based on three points: First,the portfolio assessment combines the advantages of formative evaluation and termination evaluation,which emphasizes the process and result of the writing.Second,the portfolio assessment can help students clarify their advantages and disadvantages of writing and fill leak to promote students to learn actively and use English writing strategies consciously.Third,the evaluation pattern of portfolio assessment is multivariate,so the students improve their learning ability and enrich their language knowledge through self-evaluation and peer evaluation.The subjects of this experiment are two parallel classes of the second grade in X Middle School of Yining city.In order to explore the effects of portfolio assessment on English writing of senior high school students,the experimental class uses the portfolio assessment,while the controlled class uses the traditional one-way assessment mode.Based on constructivist learning theory,multiple intelligences theory and self-efficacy theory,adopting quantitative and qualitative research methods,the research answers two questions:(1)What is the impact of the portfolio assessment on the writing ability of subjects? The sub-questions are as follows: What is the impact of the portfolio assessment on the lexical accuracy,syntactic complexity,language fluency and writing strategy of the writing?(2)What is the impact of the portfolio assessment on writing self-efficacy of subjects?The research contains three phases.In pre-experiment phase,the researcher conducts the pretest of writing,the "English writing strategy questionnaire for senior high school students" and the "English writing self-efficacy questionnaire for senior high school students".In the middle of the experiment,the researcher carries on six writing practice and collects relevant three pieces of writing drafts,self-evaluation scale,peer evaluation scale and teacher evaluation scale with twelve weeks.At the end of the experiment,the researcher conducts the post-test of writing,the "English writing strategy questionnaire for senior high school students",the "English writing self-efficacy questionnaire for senior high school students" and semi-structured interview.Then the researcher analyzes the data by SPSS 25.0 after the experiment is finished.Through organizing and analyzing the experimental data,the researcher acquires two points:(1)Portfolio assessment can effectively improve the writing ability of the subjects.First,portfolio assessment can effectively improve the writing grades of the subjects.Secondly,portfolio assessment can improve the lexical accuracy,syntactic complexity and language fluency of the writing.Specifically,the portfolio assessment is able to exert greatly positive effects upon the EFW/W,W,W/T and EFT/T of writing.Finally,portfolio assessment can encourage subjects to use writing strategies actively.(2)Portfolio assessment can effectively improve the writing self-efficacy of subjects.Based on the experimental research process,this study focuses on the learning effect and has the following three enlightenments:(1)Teachers should emphasize the subjectivity of students’ learning.Students are the masters of self-learning,and teachers should play the role of assistant and supervisor.(2)Teachers should actively apply multiple evaluation models,enrich evaluation dimensions,and help students to find and correct problems effectively.(3)Teachers should strengthen students’ reflective learning and improve their learning ability.