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r3&.  Through  the  assessment, the  students  can  constantly  know  about  their  progress  and  success,  strengthen confidence  and  adjust  their  learning  strategies.  However,  the  teachers  usually  depend much on summative assessment in the process of English review currently. A student’s testing scores are the final evaluation criteria. Under this evaluation system, as is often the case, once the students get low scores, they may lose interest or even lose heart in English study. Some students may think they are incompetent or stupid in this situation. As a way of formative assessment, portfolio can help students know about their learning situation  and  give  them  timely  feedback.  So  students  can  know  about  their  concrete progress and problems. It can  also present the individual learning information of each student to teachers. Teachers can determine the important and difficult teaching points based on students’ learning situation. So the author attempts to combine portfolio with English topic-based review. So far, most of the researches have been carried out on the application  of  portfolio  to  English  writing,  reading  and  other  language  skills.  But  few researches  are  related  to  the  application  of  portfolio  to  review.  From  the  previous researches  and  experiments,  teachers  find  portfolio  is  an  effective  way  to  promote students’ learning and teachers’ teaching. So this thesis is intended to apply portfolio to English  topic-based  review  in  the  third  grade  of  Senior  High  School  for  the  sake  of providing an effective way to alter the present situation in English review.     
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Chapter One An Overall Review on the Study of Portfolio Assessment

1.1 Portfolio Assessment
Though  now  portfolio  is  widely  used  and  it  experiences  more  than  ten-year development. There is no standard definition and classification. So the author makes a list  of  its  typical  definitions  and  classifications  and  presents  the  understanding  of portfolio. Different  scholars  and  researchers  make  different  definitions  of  portfolio  in  the English teaching field. The widely accepted definitions of it are as follows: according to Paulson and Meyer (1991:60), “a portfolio is a purposeful collection of student’s works that exhibit the students’ efforts, progress and achievement in one or more areas.” Fred Genesee and Johna A. Upshur (2009:99) view a portfolio as “a purposeful collection of student’s  work  that  demonstrates  to  students  and  others  their  efforts,  progress,  and achievements in given areas”. Generally speaking, a portfolio is a systematic collection of  a  variety  of  teacher  observation  and  student  products  colle本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。