The Application Of Portfolio Assessment To The Teaching Of Writing

In spite of great achievements made in these decades, English teaching in our country is not as satisfactory as imagined, especially the teaching of writing; both teacher and students seem incapable of action for it. Solutions must be found for the problem.Portfolio assessment, with constructivism as its theoretical basis, is proved to be the classical model among all the patterns of the 4^th generation of curriculum evaluation. It includes all learners and arouses learner self-reflection on their own study; and advocates multi-subject-evaluation and integrates evaluation with teaching process.The purpose of the present experiment is to test whether portfolio assessment is good to enhance learner writing ability and the related non-intelligence factors; whether it can completely replace other methods to assess learner.The results of the experiment showed that students in the experimental class made progress in writing, and their interest in and motivation to writing were also enhanced, which meant that portfolio assessment has a positive effect on learner non-intelligence as well as intelligence factors for writing. Whereas portfolio assessment does not have to be the only way to assess learner, it should be integrated with other means to achieve an efficient assessment.