The Application Research Of Portfolio Assessment In Teaching English Writing In Senior High

The 2003 "general high school English curriculum standards" clearly pointed out:"English curriculum evaluation should reflect the diversity of the main body of evaluation and the diversity of evaluation forms." At the same time,put forward a request to the content,ways of expression,grammar,vocabulary,attitude and other aspects of the evaluation.However,what is generally used in the teaching of senior high school English writing in our country is some kind of summative assessment.This kind of evaluation emphasizes the result and ignores the process,which is not conducive to the process and the development of the students as the main body of the teaching activities.However,the portfolio assessment,as an effective form of formative assessment,focusing on the process of evaluation and encouraging students to participate in the evaluation,can fully mobilize the enthusiasm of students in learning English and improve the learning interest,so as to improve the performance.In order to solve the problem of the single evaluation form in the teaching of English writing in senior high school,the author explores the application of portfolio assessment to the teaching of English writing in senior high school.Using literature method,questionnaire survey method,test and other research methods in a general high school sophomore year in two classes of 75 students in five months(20 weeks)in Qingdao City,Shandong Province.At the beginning of the experiment,the students in the experimental class and the control class had the same writing performance.During the experiment,the experimental class and the control class using the same materials,the same time,the same teaching methods;the difference is that the experimental class using the portfolio evaluation,namely students through self-evaluation,group evaluation and teacher rating evaluation form evaluation scale evaluation and collecting and finishing writing portfolio,and the control group using the traditional evaluation methods.After the experiment,the results of the post test and the questionnaire feedback showed that the students' English writing scores of the experimental class were generally improved,and higher than that of the control group.The students in the experimental class had a positive change in the attitude of writing,and the improvement of the interest in writing,also formed a good writing habit.The results show that,compared with the traditional summative assessment,portfolio assessment to make the learning process visualization of students,not only can effectively improve the students' English writing performance,but also make the students improve self-efficacy,so as to improve the writing interest,writing strategy training,which is an effective evaluation form recognized by students.