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cted  over  time,  which reflect a student’s developmental status and progress made. According to Owings and Follo(1992), “the portfolio assessment can help students understand their strength and weakness”. So portfolio can offer more information about students’ progress and inspire them  to  take  responsibility  for  their  own  learning.  “Portfolio  offers  teachers  vital information  for  diagnosing  students’  strengths  and  weaknesses  to  help  them  improve their  performance  (Borthwick,  1995:24).”  In  conclusion,  portfolio  is  a  purposeful collection  of  students’  works  in  the  process  of  study  which  can  exhibit  students’ authentic learning situation and provide feedback for teachers. 
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1.2 Related Theories of Portfolio Assessment
Portfolio  assessment  has  a  solid  theoretical  base.  The  evaluation  view  of constructivism advocates that the evaluation should be carried out in the activities, tasks and performances. It provides guidance for portfolio assessment. The evaluation view of Gardner embodies the purpose of portfolio assessment and widens the ways of portfolio assessment. Constructivism  learning  theory  promotes  the  learners  as  the  center,  emphasizes the  learners’  subject  initiative  and  thinks  that  learning  is  not  a  process  in  which  the learners accept knowledge passively. On the contrary, learning is an active process of constructing  knowledge.  “The  essence  of  constructivism  is  that  learners  actively construct  their  own  knowledge  and  meaning  from  experiences  and  constructivism thinks  that  teaching  evaluation  should  be  performed  in  activities,  in  tasks,  in performances,  in  negotiations,  and  in  cooperation  (Fosnot,  1996:126).”  Evaluation  in the  activity  means  that  the  students’  academic  information  should  be  evaluated  in  the teaching  activities.  It  can  be  formal  evaluation  and  also  can  be  informal  in-class evaluation  which  can  fully  display  the  students’  personality  characteristics,  ability characteristics  and  students’  cognitive  process.  Constructivism  requires  that  teaching process should be contextualized and thinks that learning should construct meaning and gain knowledge in the concrete problem context. So the students’ academic evaluation should also have a problem situation and task context.
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Chapter Three   Application of Portfolio in English Topic-based Review ........... 28 
3.1 Research Participants and Time .......... 28 
3.2 Research Questions ........... 28 
3.3 Instruments ...... 29 3.4 Resea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。