The Application of Portfolio to Assess the Writing of EFL Students in Senior School

Abstract

Evaluation is an important part in the process of English teaching. A scientific assessment method can improve teaching efficiency. The traditional test-oriented assessment tends to reduce students’ interest and motivation in English learning. As a form of formative assessment, portfolio assessment focuses on students’ learning process rather than learning results, which can play an unique role in students’ interest, attitude and ability in English writing. In order to promote a more scientific assessment system and know more about the current situation of the application in portfolio assessment in middle school English writing. This study takes 60 students from Class 2, Grade 1 of Yongnian middle school as the research objects, which aims to analyze the current situation of English writing and the application of portfolio in middle school. From the data of the two questionnaires, it can be concluded that students’ interest in writing, writing attitude and writing ability have been significantly improved. The portfolio is an effective measure for teachers to record students’ learning process. At the same time, this paper analyzes and summarizes some shortcomings in the evaluation of English writing. Finally, on the basis of this research, this paper puts forward some suggestions for teachers, hoping to solve the problems in the application of portfolio assessment, so as to improve the quality of teaching.