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ertime,it can be a more useful way of assessment togive the students the confidence to continue to write and continue to develop theirskills and overcome their problems.Therefore,their English writing proficiency willbe improved to meet the standards in the National English Curriculum for SeniorHigh school.

Chapter Two Literature Review

2.1 Formative Assessment

2.1.1 Definition of Formative Assessment

Formative assessment usually does not have precision definition.The term hadfirst been used by Michael Scriven(1967 as quoted by William＆Black,1996)withrelation to the improvement of curriculum.It is extended to its current meaning byBloom et al.(1971 as quoted by William and Black,1996).According to Bloom et al.(1971 as quoted by William and Black,1996),formative assessment,is also calledformative evaluation,refers to another type of evaluation which all who areinvolved—student,teacher,curriculum maker—would welcome because they find itso useful in helping them improve what they wish to do.Lewy(1990 as quoted byKetabi＆Ketabi,2014)proposed that formative assessment happens in time oflearning in order to assist teaching and learning through providing appropriatefeedback.

These definitions share some features in common.Firstly,formative assessmentintends to improve learning and teaching,so that it is a part of teaching.Secondly,ittakes the progress of each individual into account,including the efforts and otheraspects during the learning process.Thirdly,it involves the detailed content ofstudents’learning process,rather than a simply test score and other measurement telling them the distance with the expected standard.Fourthly,it helps studentsmonitor their learning progress since they can evaluate themselves actively and getfeedback from peers and teachers timely to revise and refine their learning.

2.2 Portfolio Assessment

2.2.1 Definition of Portfolio Assessment

Around mid-1980s,portfolios began to be introduced and used widely ineducation assessment field as a formative assessment,which can demonstratestudents’capabilities and depth through collections of students’works.At the verybeginning,portfolios were used as an instrument to exhibit their vocational and acquired skills for painters,artists,writers,models and photographers(Zollman＆Jones,1994).In recent years,portfolios have been utilized as an assessmentinstrument and as part of activities to improve students’foreign language skills.According to users’purpose and way of usage,the definition of portfolio may changeby researchers at home and abroad.Some of them are listed as follows:

Paulson et al.(1991)state that portfolio is a goal-directed gathering of learners’works which show their efforts and progress in one or more fields to learnersthemselves or others.O’Malley and Pierce(1992)hold the view that portfolioassessment is the use of records of a student’s works over time and in a variety ofmodes to show the development of the learner’s learning.Moya and O’Malley(1994)put forward that a portfolio is a gathering of a learner’s works,while portfolioassessment is a process employed to design,gather and analyze the data kept in theportfolio.Simon and Forgette-Giroux(2000)define it as“a cumulative and ongoingcollection of entries that are selected and commented on by the student,the teacherand/or peers,to assess the student’s progress in the develop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。