Portfolio-based Writing Assessment In College English Learning

Portfolio assessment has started to gain its popularity since its introduction to universities of China in the early 21^st century.As an important means of formative assessment,portfolio assessment can evaluate students based on a collection of students'works in an objective and comprehensive way.In contrast to traditional summative assessment,it values the process of learning instead of the final product of learning.Therefore,based on the theory of Constructivism and the theory of Multiple Intelligence,this study probes into investigating the potential and effectiveness of applying portfolio assessment to college English writing teaching in Wuhan Textile University through the quantitative analysis and qualitative analysis.The findings of this exploratory study show that portfolio assessment prevails over traditional formative assessment in improving students'writing proficiency,metacognitive strategies and cooperative skills.It also implies that better learning results demand higher requirements of the teachers.Teachers should be sensitive to students'needs and timely make certain adjustments according to their learning situation.The findings of the study are conducive to the understanding of the dynamic development of English writing learning.The thesis is composed of five chapters.The first chapter mainly introduces the background information,the purpose and the significance of the research.The second chapter is the literature review and the theoretical basis of the study including the concept of the Constructivism and the concept of Multiple Intelligence.The third chapter presents the methodology of the study,including the research hypotheses,participants,instruments,procedures and data collection.In the fourth chapter,the results and discussion are analyzed with the help of the quantitative analysis and qualitative analysis.The fifth chapter is the conclusion,which briefly summarizes the major findings,pedagogical implications and limitations.