Application Of Portfolio Assessment To English Writing Teaching In Senior High School

Compared with listening,speaking,viewing and reading skills,writing is the hardest and weakest parts to deal with in language teaching.In the teaching of writing,the traditional summative evaluation pays more attention to the writing results and ignores the guidance of the process.Moreover,less attention is paid to the writing process,so it can be seen that the summative evaluation can no longer meet the needs of high school English teaching reform.However,due to the advantages of diversified evaluation subjects,diversified evaluation forms and multi-dimensional evaluation contents,portfolio assessment can exactly make up for the deficiencies brought by single writing evaluation method.According to the current situation of writing teaching,this thesis tries to apply portfolio assessment to the teaching of English writing in senior high school,aiming at paying attention to students’ writing process,stimulating students’ interest in writing,cultivating students’ reflective consciousness,and ultimately improving students’ writing ability and improving teachers’ teaching evaluation system.Based on the theory of multiple intelligences and the theory of constructivism learning,this thesis takes Class 1915 Grade one of Xiang Gang middle school in Xiangtan City,Hunan Province,where the author works as an intern,as the application subject.This thesis uses the methods of documentation,testing,questionnaire and interview to explore how to apply portfolio assessment in English writing teaching in senior high school.This thesis will focus on the following questions: 1.How to apply portfolio assessment in high school English writing teaching to improve students’ English writing ability? 2.How to apply portfolio assessment to English writing teaching in senior high schools and improve the evaluation system of teachers’ teaching? After consulting the related literature at home and abroad,the author designs the teaching practice of portfolio assessment.Then according to the students’ learning situation and teachers’ teaching condition,and in combination with the writing requirements of English curriculum standards for ordinary high schools(2017),the author designs the application process and test of the application effect of portfolio assessment.Then,with reference to the above design content,the thesis carried out an18-week teaching practice.In the practical application of portfolio assessment,the author takes the specific writing samples of students as an example to elaborate from the preparation stage,implementation stage and display stage of the application.The evaluation modes of self-evaluation,mutual evaluation and teacher evaluation are applied to make students reflect on the contents of the first draft,revised draft,final draft and evaluationform.In addition,at the end of the semester,a portfolio exhibition was held to promote students’ interest in writing and develop their reflective ability.Finally,the author sorted out and analyzed the data of students’ periodical writing test scores,students’ writing samples,students’ questionnaires and teachers’ interviews.The test results showed that the average score of writing in the class increased by 2.52 points after the application of portfolio assessment.Among them,students with intermediate English level improved their writing performance greatly.The improvement of writing performance reflects that portfolio assessment is helpful to stimulate students’ interest in writing,cultivate their writing habits and reflective consciousness.Statistics show that the improvement of writing ability is mainly reflected in the use of words,grammar and content expression.The results of questionnaire survey and interview show that both teachers and students agree that portfolio assessment improves the teaching evaluation system.Therefore,under the guidance of multiple intelligence theory and the constructivism learning theory,the application of portfolio assessment in high school English writing teaching is conducive to improving students’ English writing ability and improving teachers’ teaching evaluation system.