A Study On The Application Of Portfolio Assessment To English Writing Teaching In Rural Junior High Schools

Writing teaching is an important part of junior high school English teaching,and writing ability plays an important role in developing students' comprehensive language ability.Compulsory Education English Curriculum Standards(2011)puts forward higher requirements for junior high school students' writing skills.In the teaching,the author finds that junior high school students have poor English writing ability,and some students cannot even meet the basic requirements of Compulsory Education English Curriculum Standards.In rural junior high schools,this situation is more serious.The reason for this phenomenon is that the traditional summative assessment focuses only on the students' writing results,neglecting their writing process,and cannot fully evaluate the students' writing ability.Portfolio assessment,as one of the important means of formative assessment,has the advantages of formative assessment.On the one hand,writing portfolios can help teachers identify problems existing in the course of writing.On the other hand,students can reflect on their writing process,and then try to solve their difficulties in English writing.This evaluation system will help students adjust and control their learning goals and strategies,and strengthen their self-confidence in learning English.The author applies portfolio assessment to the teaching of English writing in a rural junior high school,and mainly answers the following three questions:1.Can the portfolio assessment be more effective in improving the English writing performance of students in rural junior high schools compared with the traditional summative assessment?2.Can portfolio assessment stimulate students' interest in English writing,change their writing attitudes and enhance their self-confidence in writing in rural junior high schools?3.Can portfolio assessment enhance students' self-reflective abilities in English writing in rural junior high schools?The research object is 90 students in Qingshui Junior High School in Renshou County,which are divided into a experimental class and a control class.The experimental class and the control class were 45 students respectively.The experiment is conducted in two parallel classes for three months.In the experimental class,the students' English writing ability is evaluated by using the portfolio evaluation,while the traditional summative assessment is used in the control class Before and after the experiment,two questionnaires and two English writing tests are conducted for the students in two classes.Two questionnaire surveys are conducted among parents before and after the experiment.In the course of the experiment,23 students are interviewed.It has been found that compared with the traditional summative assessment,portfolio assessment can be more effective in improving the English writing performance of students in rural junior high schools,.Portfolio assessment stimulates junior high school students' interest in English writing,change their attitudes toward English writing,enhance their self-confidence,and thus help to improve their ability of self-reflection.Finally,the author summarizes the shortcomings of this study and puts forward some suggestions for future research.