摘要
In a case study investigating Chinese EFL university majors＇ perceptions of a portfolio-based writing assessment （PBWA） project, English majors were sampled to find out whether the portfolio method made them more interested in writing and/or improved their writing process and writing strategies. Four sophomores were chosen from among an experimental group at a local university in China. Analysis of data from student journals, interviews and reflective essays showed that taking part in portfolio writing empowered them to take charge of their own learning and motivated them to write better. The students welcomed PBWA as a fairer assessment tool than timed, one-shot essay tests. They held more interest in English writing, improved their writing strategies and shifted their attention from products of writing to process of writing and, thus, preferred scores from PBWA as a more satisfactory indicator of their writing ability.
本文报告了中国英语学习者在参加一项基于文件夹写作评估项目中对该评估方法的认识。该项目在某地方大学进行。四位受试来自于参加实验的英语专业二年级学生。对受试的日志、访谈、反思性短文等质性材料的分析表明,基于文件夹写作评估增强了学生的责任心,提高了写作兴趣,改进了写作策略,促使他们把关注重心从写作结果转移到写作过程。受试更愿意用基于文件夹写作评估的结果评价他们的写作能力,因为基于文件夹写作评估比限时的一次性作文考试更公平。
基金
part achievements of the project "Reform of Reading-to-writing courses of English Major" supported by Guangdong Province Higher Educational Reform Essential Project(2013)
the education reform project of Southern Medical University
