| English Curriculum Standards for Senior High Schools(2017)promotes the adoption of a diversified evaluation method combining formative assessment and summative assessment.Portfolio assessment is a form of formative assessment which provides a comprehensive illustration of students’ learning performance,and has shown promising result of improving students’ writing achievement.In China,however,there is little research on conducting portfolio assessment to teach senior high school English writing.This study selected 81 10 th grade students from two classes at a middle school in Yichun,Jiangxi Province to participate a teaching experiment with one class adopting portfolio assessment and the other summative assessment in order to answer the following three questions: 1.Can portfolio assessment help student better use meta-cognitive strategies in English writing? 2.Can portfolio assessment promote students’ writing achievement,interest and confidence in English writing? 3.Among the four components of the meta-cognitive strategy,which component has greater impact on students’ writing achievement?This study found: 1.Portfolio assessment can improve students’ application of the meta-cognitive strategies,especially the self-monitoring strategy and the self-evaluation strategy;2.Portfolio assessment can improve students’ English writing achievement,especially students at the medium level.And the improvements are mainly reflected in the use of words,grammar,and content expression;3.Portfolio assessment can increase students’ writing interest and confidence;4.Among the meta-cognitive strategies,the advance planning strategy,self-monitoring strategy,and self-evaluation strategy play a major role in students’ writing success before the experiment;after the portfolio assessment,the advance planning strategy and the selective attention strategy are more relevant to students’ English writing achievement. |
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