A Research On The Influence Of Portfolio Assessment On English Reading And Writing Ability Of High School Students

Formative assessment is one of the most advocated teaching evaluation methods.As one of the formative assessment methods,portfolio assessment has its own unique characteristics and advantages.But the current research mainly focuses on the writing teaching.This paper attempts to explore the impact of portfolio assessment on high school students' English reading and writing ability by designing a reading and writing portfolio.The specific research questions are: Firstly,can portfolio evaluation improve high school students' English reading and writing scores? Secondly,how does portfolio assessment affect students' specific English reading and writing abilities?The subjects of this experiment are two parallel classes of the second grade in Harbin No.9 Middle School.According to the English results at the end of last semester,there was no significant difference in the average scores of these two classes.In this experiment,the teaching progress and the English teacher of the two classes were the same.The difference was that the experimental class used the portfolio assessment,while the controlled class used the traditional assessment method.The experimental duration was 16 weeks.The methodology of this experiment are quantitative and qualitative methods.The quantitative research mainly used the experimental method and the questionnaire survey method.And the experimental method was divided into pre-test and post-test.After the experiment,the obtained data were analyzed by SPSS software.Besides,the qualitative research was an interview after the experiment.Five students were selected randomly from the experimental class for an open interview.By collecting and analyzing the data,the author found that after the experiment,the reading and writing scores of the students in the experimental class improved significantly,while the results of the controlled class did not change significantly.In addition,portfolio assessment had a positive impact on the students' English literacy through the experiment,and the various literacy skills of the students in the experimental class have been improved.Among the reading abilities,the ability of obtaining information(recognition and extraction),the ability of understanding information(understanding the meaning of sentences,summarizing the main idea,inferring words' meaning,and predicting),and the ability of analyzing and discerning information(organization,differentiation)have been improved.The most obvious improvement were extraction and the ability of inferring words' meaning.Meanwhile,among the writing abilities,the written expression ability(extraction,description,formation)and the written strategy ability(planning,organization,demonstration,inspection and modification)have been improved.And formation,organization,inspection and modification ability were the most obvious.However,the results of the students in the controlled class have not changed significantly overall.According to the research results,the author summarizes and reflects on this experimental research,and puts forward corresponding teaching suggestions for portfolio assessment in future English teaching.