The Study On Writing Portfolio Assessment In Primary School

The study is based on writing instruction status in primary school of the Chinese mainland, meanwhile, literature research, survey and case study are applied as three main methods to explore the theoretical basis of the portfolio assessment, simplified type writing portfolio assessment program for local vision and put it into practice, tracking the impact of the evaluation program for students and teachers, thus the theory to be tested and enriched.The nature of portfolio assessment is to promote student self-reflection and self-assessment. Therefore, on the initial stage, the introduction and designing of the writing-assessment-sheet in daily teaching requires students involved in the assessment and modification of the writing to stimulate the students’initiative to create more opportunities for cooperation, so as to develop the habit of reflection. From March2011to November (the second half semester of second grade to the first half semester of third grade of elementary school),19students in Class A of a nine-year consistent system school S in Luwan District of Shanghai are selected as study subject. Before practice, a questionnaire is designed on the students’writing learning based analysis of the feasibility of the implementation of portfolio assessment, combined with the practice characteristics of the object and different types of porfolios to build a simplified-type writing portfolio assessment program. The creation of the "Showcase" section allow students to choose the most satisfactory writing which is interactively assessed by the four categories of the main, that is, the students themselves, students, teachers and parents. Showing the writing-assessment-sheet method of operation and process, the writing of the first half semester of third grade,"I and____went to the supermarket" for example, combing Four key procedures of writing teaching, namely, writing proposition, writing instruction, writing marking and writing commenting. Looking back on the implementation process, several teaching clips with relevant to the writing-assessment-sheet and a few typical cases are selected to be analyzed.The results show that students have different levels of autonomy, reflection and cooperation to improve. Specific performance:they can develop a unique personality of the writing assessment criteria, modify the writing of consciousness gradually increased coordination with their peers, peer review each other of the situation has improved. The teacher can take the initiative to design writing-assessment-sheet and engage students to develop assessment criteria, thus the instruction objectives become clearer.According to the research, portfolio assessment has many benefits to writing instruction in primary school, but the specific application need to find an entry point, such as introducing the writing-assessment-sheet to simplify the procedures, and parents’ involvement is worth advocating. Support on the implementation of the subject and the external environment, there are many topics could be explored. Future study needs to be updated and expanded literature, and tap the teaching portfolio and the potential of the electronic portfolio, in-depth research on serialized writing instruction for practice, class sizes restricted, less local studies, more much focus on the local writing teaching, to explore the experience and wisdom in order to more effectively promote portfolio assessment.This article includes five chapters. The first chapter is an introduction. From the perspectives of psychology and pedagogy, the theoretical basis of writing portfolio assessment is combed in the second chapter. Based on this, in chapter three, the writing-assessment-sheet is introduced, and constituted elements and assessment criteria are proposed. In the fourth chapter, a simplified-type writing portfolio is designed based on the implementation of the object, combined with portfolio types and structural characteristics. In chapter five, the portfolio is put into practice and typical cases commented, in order to test and enrich the theory and practice. The final conclusion part is a summary of the full text and vision for the future.