随着课程改革的发展，教师评价趋向于多元化，其中形成性评价是关注的重点。评价型档案袋是形成性评价的一种，教师通过有目的的收集和记录学生作品，根据一定的评价标准对学生作品系统地评价，并将评价结果反馈给学生，最终教师评价与学生作品一同构成档案袋。在使用过程中，教师及时反馈学生的写作情况，学生可以随时回顾学习过程的记录和教师有针对性的评价。

《普通高中英语课程标准（2017版）》中提出，学生可以根据个性发展和升学考试需要完成英语选择性必修课程，在选择性必修课教学过程中，教师应充分关注学生的个性和需求，以核心素养为基础促进他们的长远发展。部分高中生在英语写作时会感到紧张或焦虑，甚至出现思绪混乱等情况，阻碍了他们的写作，不利于他们的学习和长远发展。评价型档案袋能促使学生注重写作过程并帮助教师进一步了解学生的学习情况，从而有根据地制定和调整教学策略，最终实现促学的目的。因此，教师在英语写作选择性必修课教学中如何使用评价型档案袋具有重要的研究意义。

评价型档案袋的使用过程中，如何通过教师的评价减轻学生的英语写作焦虑，教师的积极评价具体产生何种影响是本文关注的问题。本研究是关于评价型档案袋在高中英语写作选择性必修课使用的行动研究，旨在探讨：在高中英语写作选择性必修课中如何运用评价型档案袋减轻学生英语写作焦虑。

行动研究自2021年2月开始，2021年6月结束，共17周时间，克拉玛依市Y中学45名高二年级的学生参与了此次行动研究。研究初期，笔者使用调查问卷和访谈评估了学生英语写作焦虑程度，并分析了引起学生英语写作焦虑的主要原因，从而明确了行动研究计划。在实际行动中，笔者引导学生完成5次写作任务的初稿、二稿以及终稿，将其收集在评价型档案袋中，并在写作过程中分别给予积极性评价。研究结束时，笔者通过问卷、访谈等形式再次评估学生英语写作焦虑程度。通过行动研究前后量化数据对比，和研究过程中产生的质性数据，回答了研究问题。

行动过程中，笔者与学生商定将高考作文评分标准作为评价型档案袋中的评价标准，并在每一次学生写作后根据标准给予学生积极反馈，引导学生关注写作的动态变化过程。笔者在行动中充分观察和了解学生的特点后，根据学生不同的写作习惯、特点和需求分别给予夸赞，并相应提出期许。研究发现，在评价型档案袋的过程中，教师充分了解学生的特点和需求，引导学生深入思考和关注语篇背后的情感、态度、价值观时，积极性评价能促进学生的全面发展。通过两轮行动，参与本次行动研究的学生的英语写作焦虑有所减轻，主要体现为学生紧张感减少而写作意愿增强，回避行为减少了；学生在写作过程中担心减少，而产生更多积极的自我认知，学生更加主动修改文章，主动深入思考写作内涵。此外，他们在教师的积极评价的影响下展现出更多的写作积极性、写作创新性和写作自信，学生更加重视写作过程和体验了。

With the development of curriculum reform, teachers’ assessment tends to be diverse, among which formative assessment is the focus. Evaluative portfolio is a form of formative assessment. Through purposeful collection and recording of students’ works, teachers could systematically evaluate students based on certain standard and students’ works then accordingly return the evaluative results to students. In the process of using the evaluative portfolio, teachers give feedback on students’ writing in a timely manner, so students can review details in writing through the records of the learning process as well as teachers’ targeted evaluation whenever necessary.

It is proposed in the “English Curriculum Standards for Senior High Schools （2017 Edition）” that students can complete English selective compulsory courses according to their needs of personal development and entrance examinations. In the teaching process of selective compulsory courses, teachers should pay full attention to the individuality and needs of students, and promote their long-term development based on core competences. However, some senior high school students feel nervous or anxious when writing in English, and even have confusion in their thoughts, which hinders their writing and is not conducive to their learning as well as long-term development. The evaluative portfolio can prompt students to draw their attention to the writing process, meanwhile help teachers further grasp the specific learning circumstances of students, so as to formulate and adjust teaching strategies based on the records, and finally realize the purpose of promoting learning. Therefore, it is of great necessity for teachers to rationally use the evaluative portfolio in selective compulsory courses for English writing.

In the process of using the evaluation portfolio, how to relieve students’ English writing anxiety through teachers’ evaluations and what kind of impact the teachers’ positive evaluation will have are the issues that this paper focuses on. This study is an action study on the use of evaluative portfolios in the selective compulsory course of English writing in a senior high school. The purpose of this study is to explore how to use the evaluative portfolio in the selective compulsory course of English writing in high school to relieve students’ English writing anxiety.

The action research started in February 2021 and ended in June 2021. For a total of 17 weeks, 45 sophomore students from Y Middle School in Karamay participated in the action research. At the beginning of the action, the author used questionnaires and interviews to assess students’ English writing anxiety, and analyzed the main causes of students’ English writing anxiety, so as to clarify the action research plan. After that, the author guided students to complete the five writing tasks, including the first draft, second draft and final draft of each task, collecting them in the evaluative portfolio, and gave positive evaluations during their writing process. At the end of the study, the author reassessed students’ English writing anxiety through questionnaires and interviews. The quantitative data before and after the action were compared and analyzed. With the qualitative data generated during the research process, the research questions were answered.

In the course of the action, negotiating with the students, the author used grading standard of the college entrance examination composition as the evaluation standard in the evaluative portfolios, gave positive feedback to the students according to the standard after students’ each writing, and guided the students to pay attention to the dynamic change process of writing. After fully observing and understanding the characteristics of the students in action, the author praised students based on their different writing habits, characteristics and needs, and put forward corresponding expectations. The study found that in the process of evaluating in the portfolios, when the teacher fully understood the characteristics and needs of students, and guided students to think deeply and pay attention to the emotions, attitudes, and values behind the text, positive evaluation could promote students’ all-round development. Through two rounds of action, the English writing anxiety of the students who participated in this action research has been relieved, which was mainly reflected in the reduction of students’ tension, but the enhancement of writing willingness, and the reduction of avoidance behavior; the students worried less, but produced more positive self-cognition during the writing process. Students were more active to revise the article and think deeply about the connotation of writing. In addition, under the influence of the teacher’s positive evaluation, they showed more writing enthusiasm, writing innovation and writing confidence, and students paid more attention to the writing process and experience of writing.

However, the sample of this action research is limited, and how teachers can use the evaluation portfolios to give positive evaluation to students to improve the promotion of action research in teaching still needs to be studied.