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msat exploring the relationship between portfolio assessment and students English writing achievement. Theauthor intends to answer following questions in this research:(1) Which aspects of students’ writing change after they receive portfolio assessment?(2) Which kind of assessment way do students prefer in portfolio assessment, self assessment, peerassessment or teacher assessment?(3) Does portfolio assessment improve students’ writing proficiency?
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Chapter Two Literature Review

2.1 Assessment
Assessment plays an essential part in English teaching. For one thing, students can know more clearlyabout their learning proficiency under good assessment environment. For the other, the teachers can reflecttheir teaching methods and they can make certain changes according to the positive and reasonableassessment system. However, the fact is less than satisfactory that the assessment method that teachers usealways emphasize more about the results rather than the learners’ need and personal development thusfailing to make a good assessment. Further more, students are always forced to learn under such conditionand there’s no insurance for an interactive communication and situational teaching (Zhang Hongfang,2011).Although the traditional assessment methods can provide psycho-metrically valid measures for learners’proficiency and performance, which still fail to satisfy both teachers and students for what they can do intheir second language teaching and learning (Jack and Willy, 2002).In recent years, the alternative assessment way which is really different from the traditional assessmentmethods raise people’s interests. There are more authentic ways of assessment come into our view andbecome common in the English as Second Language classrooms, such as interviews, journals, self-or peerassessment as well as portfolio assessment (Jack and Willy, 2002). What is the definition of assessmentvarious from different perspectives according to the related researches.
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2.2 Portfolio Assessment
As mentioned above, assessment is an important part in students learning especially in languagelearning. Black and William (1998) provided much evidence in their article Assessment and ClassroomLearning to state that formative assessment benefits a lot in the assessment system. As a result, alternativeways of assessment come into educationists’ view. To meet the needs of alternative ways of assessment andmore authentic assessment methods, portfolios has become a common alternative way which surpass thetradition assessment. (Biggs & Tang, 1998; Mayer & Tusin, 1999; Wade & Yarbrough, 1996; Wolfe &Miller, 1997). Brown and Hudson (1998) defined the portfolio assessment as a new type of assessment.Portfolio can be defined from different perspectives and it is need to make a review of portfolio definitionhere.
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Chapter Three Theoretical Framework.....17
3.1 Theory of Constructivism.... 17
3.2 Theory of Multiple Intelligences............. 17
Chapter Four Research Design....... 19
4.1 Research Questions....19
4.2 Research Subjects...... 19
4.3 Research Instruments...........19
4.4 Portfolio Contents......22
4.5 Research Procedures............24
Chapter Five Results and Discussion....... 30
5.1 Results and Discussion of Test...... 30
5.2 Results and Discussion of Ques