An Experimental Study Of Portfolio Assessment In English Writing Teaching In Junior Two

Writing is an indispensable part of English language teaching and an important language output skill,so the development of writing skill is especially important for English learners.Conventional writing assessment only focuses on the results but neglects the writing process,while the portfolio assessment examines students’ language ability in a variety of ways,focuses on writing process,improves students’ writing attitude and promotes the further development of students’ writing ability.Based on constructivist learning theory and metacognitive theory,this study applies the portfolio assessment to the English writing teaching in Junior Two to explore the following questions:(1)Which level(high level,medium level,low level)of students’ English writing achievements is most significantly affected by the portfolio assessment?(2)Which aspect(content,organization,words,language use,writing mechanics)of students’ English writing is most significantly improved by portfolio assessment?(3)What effect does the portfolio assessment have on students’ English writing attitude?The study selects two parallel classes in a junior high school in Yining City as research subjects.One class is the experimental class and the other class is the control class.Portfolio assessment model is used for English writing teaching in EC,summative assessment model is used in CC,and the teaching experiment lasts for 12 weeks.After the teaching experiment,the study uses SPSS 25.0 to analyze the experimental data.The research results are as follows:(1)Portfolio assessment has the most significant effect on the English writing achievements of low level students,followed by the medium level students,but has no significant effect on the high level students.(2)Portfolio assessment can significantly improve the content,words,language use and writing mechanics of students’ English writing,with the most significant improvement in writing content,but there is no significant improvement in organization.(3)Portfolio assessment has a positive effect on students’ English writing attitude.The research results prove the portfolio assessment has a positive impact on students’ English writing achievements and writing attitude.Therefore,this study draws the following implications:(1)Teachers should set different learning goals for students at different levels.(2)Teachers should actively apply the multiple evaluation models,enrich the evaluation dimensions,and help students improve writing achievements.(3)Teachers should encourage students to actively participate in evaluation,stimulate students’ interest,and improve students’ writing attitude.