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A Review of the Research on the Evaluation of High School English Writing Portfolio

Long Chen, Peng Yi
DOI: http://dx.doi.org/10.21013/jems.v18.n4.p6
Abstract
Teaching writing has always been an important part of high school English teaching, and improving students' writing ability has always been a challenge for teachers. Traditional writing teaching focuses too much on the results of writing and neglects the process of reflection and summary after writing. Recent changes to the English college entrance examination have focused on flexibility and innovation in writing, and new questions such as reading followed by writing have appeared one after another in the provincial entrance examination. Portfolio assessment has been used as one of the main tools of formative assessment and has been used in foreign language writing teaching at home and abroad. It has also been a guiding factor for the reforms in the new English writing teaching in high school. The purpose of this paper is to review & analyse the research on the use of portfolio assessment in foreign language writing by scholars at home and abroad through literature collection and see what the current situation is in China and give new ideas for future research on the use of portfolio assessment in high school foreign language writing.
Keywords
high school English writing, portfolio assessment, research review
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