The Impact Of Portfolio Assessment On Junior High School Students’ Self-Efficacy In Writing

In the current junior high school English teaching,writing is a weak link in students’ English learning.Although teachers have invested a lot of time and energy in writing teaching,it has had little effect.The reasons are mainly the following two points: 1.In the current English teaching,most teachers still adopt the traditional summative assessment.It generally emphasizes the results but neglects the process,which can easily discourage students from learning English and hinder their improvement of writing skills.2.Self-efficacy is an important emotional factor affecting students’ English writing process.As we know,portfolio assessment is an effective formative assessment method.It pays more attention to the students’ learning process and can increase students’ interest and enthusiasm for learning,thereby improving their English writing skills.By consulting the literature,the author finds that there is less research on the impact of portfolio assessment on junior high school students’ English writing,and the research on the impact of portfolio assessment on junior high school students’ writing self-efficacy is little involved in English teaching research.Based on the above analysis,this thesis aims to explore the impact of portfolio assessment on junior high school students’ English writing self-efficacy,focusing on the following three research questions:1.Compared with summative assessment,can portfolio assessment improve junior high school students’ writing performance?2.Compared with summative assessment,can portfolio assessment enhance junior high school students’ writing task self-efficacy?3.Compared with summative assessment,can portfolio assessment enhance junior high school students’ writing skill self-efficacy?In this study,two classes of the seventh grade in Shicheng Junior High School of Lincheng County,Xingtai City,Hebei Province are selected as the research objects.In the first two classes of the experiment,a questionnaire of English writing proficiency test and English writing self-efficacy are conducted.In the course of the experiment,the summative assessment is adopted in the control class,while portfolio assessment which includes self-assessment,peer assessment and teacher assessment,is used in the experimental class.At the same time,the teacher guides the students to build their portfolios,which can provide students with timely feedback and help them know their learning process.After twenty weeks’ experiment,a writing level post-test and a post-questionnaire which is related to students’ writing self-efficacy are conducted again in the two classes.25 students are randomly selected from the experimental class and interviewed to understand their views on portfolio assessment.Finally,the SPSS25 software is used to analyze the pretest and post-test data of the students’ writing test scores and questionnaires,and the following conclusions are reached:1.Compared with the traditional summative assessment,the portfolio assessment can improve students’ English writing performance more effectively.2.Compared with the traditional summative assessment,the portfolio assessment has a more significant effect on improving students’ self-efficacy in English writing tasks.3.Compared with the traditional summative assessment,the portfolio assessment has a more significant effect on improving students’ self-efficacy in English writing skills.According to this study,the author verifies the portfolio assessment can improve students’ writing self-efficacy again.However,there are still some problems for future researchers to solve.