臺灣博碩士論文加值系統

本研究旨在探討檔案式評量在診斷國中生英文學習之效益研究。文中探究了在檔案式評量中，學生對英文學習的態度，學生對自評、互評、與檔案評量活動單的反應、以及學生對檔案式評量的態度。
參加本實驗之受試者為七十六位國中七年級學生。 在實驗前，學生先回答一份有關英文學習態度的問卷。 在實驗進行的七週中，研究者觀察學生在課堂上的反應、讓學生針對學習檔案進行自評、互評以及撰寫個人感想。在實驗結束後，學生回答一份有關整個檔案式評量計劃的問卷，以及再回答同一份有關英文學習態度的問卷。所有實驗資料收集完後，進行質的分析與量的分析。
本研究的主要發現如下：
1.檔案式評量有助於提升學生英文閱讀與寫作學習的興趣。
2.學生們肯定互評有助於英文閱讀與寫作能力的提昇。
3.學生們肯定自評有助於增強英文閱讀與寫作興趣。
4.學生們肯定寫檔案評量活動單有助於發展個人思考能力。
5.多數學生肯定老師使用檔案式評量來評量他們的英文學習。
基於研究結果，茲提供以下教學建議：
1.外語教師可以使用檔案式評量來評量學生的個別差異。
2.外語教師可以使用檔案式評量有效地把教學與評量統整在一起。
3.外語教師可以使用檔案式評量來協助增加學生自信與自尊。
4.學生們可以藉由檔案式評量來進行英文閱讀與寫作的合作學習。
5.外語教師可以使用類似檔案評量活動單的另類教材來教授英文。

This study investigated the effects of a portfolio assessment project on English learning for junior high school students. Specifically, students'' attitudes towards English learning, and their responses to the peer-evaluation, the self-evaluation as well as the worksheets of portfolios, and their attitude towards the portfolio assessment, are investigated and discussed.
The subjects of the study included 76 seventh-grade students in junior high school in Kaohsiung. A seven-week study was conducted in the portfolio assessment project. In the data collection, all the students'' portfolios were collected. The researcher collected the data of the students'' attitudes towards English learning in a questionnaire, the student responses to the portfolio assessment project in a questionnaire, and the student responses of the self-evaluation and peer-evaluation after the study. Based on the data analyses, both quantitative and qualitative, the findings of the portfolio assessment project are described as follows:
1. The project helped inspire the students to learn
English. Most of the students become more interested in
English reading and writing at the end of the project.
2. The students showed positive responses to peer-evaluation in
the project. Many of the students expressed
that their reading and writing abilities were enhanced by
peer-evaluation of portfolios.
3.The students showed positive responses to self-evaluation
in the project. Many of the students expressed that they had
more dominance over learning to read and write English by
doing self-evaluation. Thus, they became motivated to read
and write English.
4. The students showed positive responses to the English
worksheets of portfolios in the project. Most of the
students developed their thinking abilities by doing the
English worksheets of portfolios.
5.The students showed positive responses to the portfolio
assessment.
To maximize the effects of the portfolio assessment on English learning in Taiwan, the researcher makes some pedagogical implications as follows:
1. EFL teachers should use the portfolio assessment to meet the
individual differences of students.
2. EFL teachers should integrate instruction and assessment by
portfolio assessment effectively.
3. EFL teachers should help students gain self-esteem and self-
confidence over their English learning by portfolio
assessment.
4. Students can collaborate with their peers to learn English
reading and writing by portfolio assessment.
5. EFL teachers can use alternative teaching materials, such as
the worksheets of portfolios, to help their students learn
English.

CHAPTER ONE INTRODUCTION
Background and Motivation 1
Statement of the Problem 3
Purpose of the Study 6
Research Questions 6
Significance of the Study 6
Definition of Terms 7
Limitations of the Study 8
CHAPTER TWO LITERATURE REVIEW
EFL Literacy 10
Literacy 10
EFL Literacy 11
EFL Literacy Instruction 14
Assessment 20
Conventional Assessment 21
Formats 21
Criticism 24
Alternative Assessment 26
Use of Portfolios 29
Functions of a Portfolio 29
Framework of a Portfolio 31
Models of Portfolios 35
The Portfolio Assessment 40
Strengths of the Portfolio Assessment 40
Limitations of the Portfolio Assessment 42
Theme-based Language Teaching and Integrated Language
Instruction 43
The Theme-based Language Teaching 44
Integrated Language Instruction 46
CHAPTER THREE METHODOLOGY
Subjects 49
Instruments 50
An Introductory Letter to the Portfolio Assessment
for Parents 50
A Questionnaire on the Student English Learning
Attitudes and Background 51
A Questionnaire on Student Responses to the
Portfolio Assessment 51
The Peer-Evaluation Form 52
The Self-Evaluation Form 52
The Worksheets of Portfolios 53
Study Procedures 54
Data Analysis 56
A Quantitative Analysis 56
A Qualitative Analysis 57
CHAPTER FOUR RESULTS AND DISCUSSIONS
The Students'' Background Information of English Learning 58
Comparison of the Attitudes Towards English Learning of
the Students 61
The Student Responses to the Peer-evaluation 63
The Student Responses to the Self-evaluation 70
The Student Responses to Doing English Worksheets of
Portfolios 75
The Students Responses to Composing Portfolios 82
The Students'' Comments on the Strengths of the Portfolio
Assessment 85
The Students'' Comments on the Limitations of the Portfolio
Assessment 88
The Students'' Suggestions for the Portfolio Assessment 91
CHAPTER FIVE CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
Conclusions 93
Pedagogical Implications 97
Suggestions 99
REFERENCES 101
APPENDIXES
Appendix A: An Introductory Letter to the Portfolio Assessment
for Parents 113
Appendix B: A Questionnaire on the Student English Learning
Attitudes and Background 114
Appendix C: A Questionnaire on Student Responses to the
Portfolio Assessment 115
Appendix D: The Peer-Evaluation Form 117
Appendix E: The Self-Evaluation Form 118
Appendix F: Worksheets of Portfolios 119
Appendix G: Chinese Transcriptions of Peer-evaluations of the
Students, Self-evaluations of the Students and
Students'' Reflections of the Worksheets of
Portfolios in the Portfolio Assessment Project 133
Appendix H: Sample I of Students'' Portfolios 135
Appendix I: Sample II of Students'' Portfolios 150

Abruscato, J (1993). Early results and tentative implementations from the Vermont
Portfolio Project. Phi Delta Kapan, 74, 474-478.
Adams, D. M. & Hamm, M. E. (1992). Portfolio assessment and social studies: Collecting, selecting, and reflecting on what is significant. Social Education, 56 (2), 103-105.
Alverman, D . E., & Phelps, S . E. (1994). Content reading and Literacy: Succeeding in today’s diverse classrooms. Boston: Allyn & Bacon.
Amann, J. (1993). Theme teaching with great visual resources. Rosemont, NJ: Modern Learning Press.
Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in reading comprehension. In P. D. Pearson (Eds.), Handbook of reading research (pp.255-291). New York: Longman.
Anderson, R. C., Reynolds, R. E., Schallert, D. L., & Goetz, E. T. (1977). Framework for comprehending discourse. American Journal of Educational Research, 14, 367-381.
Arter, J. A., & Spandel, V. (1992). Using portfolios of student work in instruction and assessment. Educational Measurement: Issues and Practices, 11(1), 36-43.
Arter, J. A., Spandel, V., & Culham, R. (1995). Portfolios for assessment and instruction. ERIC Digest. Available on-line at http://ericae.net/db/edo/ED388890.htm.
Au, K. H. (1993). Literacy instruction in multicultural settings. Orlando, Florida: Holt, Rinehart & Winston, Inc.
Baker, E . L., & Linn, R . L. (1992). Design and analysis of portfolio and performance measures. (CFDA Catalog No. 84.1176, pp.6-27) Paper delivered at the national Center for Research on Evaluation, Standards, and Students testing, Los Angeles, CA: University of California, Center for the Study of Evaluation.
Bell, J., & Burnaby, B. (1984). A handbook for ESL literacy. Toronto, Ontario:
OISE Press.
Berry, C. F., & Mindes, G. (1993). Planning a theme-based curriculum: Goals, themes, activities, and planning guides for 4''s and 5''s. Glenview, IL: Scott, Foresman.
Block, C. C. (1993). Teaching the language arts. Boston: Allyn and Bacon.
Brown. H. D. (1994). Principles of language Learning and Teaching (3rd Ed).
Englewood Cliffs: Prentice Hall Regents, Inc.
Cambourne, B. (1979). How important is theory to the reading teacher? Australian
Journal of Reading, 2(2), 78-90.
Carrell, P. L. (1985). Facilitating ESL reading by teaching text structure. TESOL Quarterly, 19(4), 727-752.
Chang, Y. L. (2001). Teaching and learning to write through portfolios. In Y. L. Chang (Ed.), A reading package of computers and English instruction (pp.176-182). Taiwan, Kaohsiung: National Kaohsiung Normal University.
Chen, Y. M. (1999). A portfolio approach to EFL university writing instruction. Proceedings of the 16th national conference on English teaching and learning in the Republic of China (pp. 313-332). National changhua Normal University, Chang-hua, Taiwan.
Chittenden, E., & Courtney, R. (1989). Assessment of young children''s reading: Documentation as an alternative to testing. In D. S. Strickland & L. M. Morrow (Eds.), Emergent literacy: Young children learn to read and write (pp. 107- 120). Newark, DE: International Reading Association.
Cohen, L. G. & Spenciner, L. J. (1998). Assessment of children and youth. New York: Longman.
Cohen, M. W. (1986). Intrinsic motivation in the special education classroom. Journal of Learning Disabilities, 19 (5), 258-261.
Cole, D. J., Ryan, C. W., & Kick, F. (1995). Portfolios across the curriculum and beyond. Thousand Oaks, CA: Corwin Press.
Costa, A. (1989). Is testing thinking an oxymoron? California State Department of
Education Conference, Sacramento.
Cummins, J. (1984). Wanted: A theoretical frame for relating language proficiency to academic achievement among bilingual students. In C. Rivera (Eds), Language proficiency and academic achievement (pp.2-19). Clevedon, UK: Multilingual Matters.
Cunningham, G. K. (1998). Assessment in classroom: Constructing and interpreting texts. London: Falmer Press.
Darling-Hammond, L., Ancess, J., & Falk, B. (1995). Authentic assessment in action: Studies of schools and students at work. New York: Teachers College, Columbia University.
Daws, D. (1993). Schoolwide portfolios. In NEA Professional Library Publication, Student portfolios (pp 33-46), New York: Columbia University.
Farr, R., & Tone, B. (1998). Portfolio and performance assessment: Helping students evaluate their progress as readers and writers. Orlando, Florida: Harcout Brace & Company.
Federicks, A. D. (1992). The integrated curriculum: Books for reluctant readers, grades 2-5. Englewood, CO: Teacher Ideas Press.
Federicks, A. D., Blake-Kline, B., & Kristo, J. V. (1997). Teaching the integrated language arts. New York: Addison Wesley Longman, Inc.
Fisher, R. (1991). Recording achievement in primary schools. Basil Blackwell Ltd.
Fischer, C. F., & King, R. M. (1995). Authentic Assessment: A guide to implementation. Thousands Oaks, CA: Corwin Press, Inc.
Fries, C. C. (1972). On the psycholinguistic method of teaching reading. In F. Smith (Ed.), Psycholinguistics and reading (pp.158-176). New York: Holt, Rinehart and Winston.
Galda, L., Cullinan, B. E., & Strickland, D. S. (1993). Language, literacy, and the child. New York: Harcourt Brace Jovanovich.
Gass, S. (1983). Language transfer and universal grammatical relations. In S. Gass & L. Selinker (Eds.), Language transfer in language learning (pp.69-82). Rowley, Mass.: Newbury House.
Gitomer, D. H. (1993). Performance assessment and educational measurement. In R. E. Bennett & W. C. Ward (Eds.), Construction versus choice in cognitive measurement (pp.241-263). Hillsdale, NJ: Lawrence Erlbaum Associates.
Goody, J. (1999). The implications of literacy. In D. A. Wagner, R. L. Venezky, & B. V. Street (Eds), Literacy: An international handbook (pp.29-35). Colorado: Westview Press.
Goodman, K. (1971). Psycholinguistic universals in the reading process. In P. Pimsleur & T. Quinn (Eds.), The psychology of second language learning (pp.135-142). Cambridge: Cambridge University Press.
Goodman, K. (1973). On the psycholinguistic method of teaching reading. In F. Smith (Ed.), Psycholinguistics and reading (pp.158-176). New York: Holt, Rinehart and Winston.
Goodman, K. (1986). What’s whole in whole language? Portsmouth, NH: Heinemann Educational Books.
Goodman, K., Goodman, Y., & Flores, B. (1984). Reading in the bilingual classroom: Literacy and biliteracy. Rosslyn, VA: National Clearinghouse for Bilingual Education.
Graves, D. (1978). Balance the basics: Let them write. New York: Ford Foundation.
Griffin, P., & Vaughn, B. (1984). The nature of the interactive model of reading. Paper presented at the 18th Annual TESOL Convention, Houston, April.
Gronlund, N. E. & Linn, R. L. (1990). Measurement and evaluation in teaching. 6th ed., New York: Macmillan.
Hamm, M. E., & Adams, D. M. (1991). Portfolio: It''s not just for artists anymore. The Science Teacher, 58, 18-21.
Harris, R. J. (1992). Cognitive processing in bilinguals. Amsterdam, The Netherlands: Elsevier Press.
Hayes, D. A., & Tierney, R. J. (1982). Developing readers'' knowledge through analogy. Reading Research Quarterly, 17(2), 256-280.
Heath, S. B. (1999). Literacy and Social Practice. In D. A. Wagner, R. L. Venezky, & B. V. Street (Eds), Literacy: An International Handbook (pp.102-106). Colorado: Westview Press.
Hughes, A. (1989). Testing for language teachers. New York: Cambridge Oxford
University Press.
Hughes, J. (1986). Inside-out, outside-in: Which approach is best for the second language learner? Australian Journal of Reading, 9(3), 159-166.
Jakobovits, L. (1970). Foreign language learning. Rowley, Mass.: Newbury House Publishers, Inc.
Jaments, J. (1994). Making sure that assessment improves performance. Educational Leadership, 52(6), 55-57.
Jasmine, J. (1992). Portfolio assessment for your whole language classroom. Huntington Beach, CA. Teacher Created Materials. Inc.
Johnson, M. (1991). Portfolios Help Wed Process to Product and Assessment to
Learning. A paper presented in a writing conference. CA: San Diego State
University.
Kimble, G. A. & Garmezy, N. (1963). Principles of General Psychology.
New York: The Ronald Press Company.
Koda, K. (1994). Second language reading research: Problems and possibilities. Applied Psycholinguistics, 15, 1-28.
Kucer, S. B. (1993). Procedures for thematic unit development. Paper presented at the 10th International Reading Association Annual Convention, San Antonio.
Lado, R. (1957). Linguistics across cultures. Ann Arbor: University of Michigan Press.
Lamme, L. L. & Hysmith, C. (1991). One school’s adventure into portfolio assessment. Language Arts, 68, 629-641.
Linn, R. (1994). Performance assessment: Policy promises and technical measurement standards. Educational Researcher, 23, 4-14.
Livingston, C., Castle, S., & Nations, J. (1989). Testing and curriculum reform: One school''s experience. Educational Leadership, 46, 23-25.
Lehr, F. (1980). Writing as learning in the content areas. English Journal, 34, 23-25.
Mayor, F. (1999). Foreword. In D. A. Wagner, R. L. Venezky, & B. V. Street (Eds), Literacy: An international handbook (pp. xiii-xiv). Colorado: Westview Press.
Meyer, C. A. (1992). What''s the difference between authentic and performance assessment? Educational Leadership, 49(8), 39-40.
Medina, M. J., & Escamilla, K. (1992). Evaluation of transitional and maintenance bilingual programs. Urban Education, 27, 263-290.
Meinbach, A., Rothlein, L., & Fredericks, A. (1995). The complete guide to thematic units: Creating the integrated curriculum. Norwood, MA: Christopher-Gordon Publishers.
Mills, R. (1989). Portfolios capture rich array of student performance. The School
Administrator, 12 (2). 8-11.
Morton, J. L. (1991). What teachers want to know about portfolio assessment. Tahlequah, OK Northeastern State University (ERIC Document Reproduction Service No. ED 336728).
Nicolopoulou, A. & Cole, M. (1999). Literacy and cognition. In D. A. Wagner, R. L. Venezky, & B. V. Street (Eds), Literacy: An international handbook (pp.81-86). Colorado: Westview Press.
Nolet, V. (1992). Classroom-based measurement and portfolio assessment. Diagnostique, 18(1), 5-26.
Odline, T. (1989). Language transfer: Cross-linguistic influence in language learning. New York: Cambridge University Press.
Olson, D. R. (1999). Literacy and language development. In D. A. Wagner, R. L. Venezky, & B. V. Street (Eds), Literacy: An international handbook (pp.132-136). Colorado: Westview Press.
Oosterhof, A. (1994). Classroom applications of educational measurement. New York: Macmillan Publishing Company.
Options, Inc. (1993). Portfolio assessment: A means for authentic classroom assessment. Bedfor, NH: Options, Inc.
Osgood, C. E. (1953). Method and theory in experimental-psychology. New York: Oxford University Press.
Ovando, C., & Collier, V. (1985). Bilingual and ESL classrooms. New York: McGraw-Hill.
Padilla, A. M., Lindholm, K. J., Chen, A., Duran, R., Hakuta, K., Lambert, W., & Tucker, G. R. (1991). The English-only movement: Myths, reality and implications for psychology. American Psychologist, 46, 120-130.
Paris, S. G., Wasik, B. A., & Turner, J. C. (1991). The development of strategic readers. In R. Barr, M. Kamil, P. Mosenthal, & P. D. Pearson (2nd Eds.), Handbook of reading research (pp.609-640). New York: Longman.
Parker, E. F. (1995). Speaking of portfolios: Contrasting images. Paper presented at the 46th Annual Meeting of the Conference on College Composition and Communication, Washington, DC. (ERIC document ED390047).
Paulson, F. L., Paulson, P. R., & Meyer, C. A. (1991). What makes a portfolio a portfolio? Educational Leadership, 48, 60-63.
Pearson, P. D., & Tierney, R. J. (1984). On becoming a thoughtful reader: Learning to read like a writer. In A. C. Purves & O. Niles (Eds.), Becoming readers in a complex society, Eighty-third Yearbook of the National Society of the Study of Education, (pp.144-173).
Place, N., & English, M. (1998). Examining growth over time. In S. W. Valencia (Eds), Literacy portfolios in action (pp.219-260). Orlando, Florida: Harcourt Brace & Company.
Poteet, M. L., Choate, J. S., & Stewart, S. C. (1993). Performance assessment and special education practices and prospects. Focus on Exceptional Children, 26(1), 1-20.
Quinta, F. & McKenna, B. (1991). Alternatives to standardized testing. Washington, D.C.: National Education Association.
Richards, J. C. (1996). Teachers’ maxims in language teaching. TESOL Quarterly, 30 (2).
Rief, L. (1990). Finding the value in education: Self-assessment in a middle school classroom. Educational Leadership. 47, 24-29.
Ringler, L. (1992). Forward. In A. A. DeFire (Ed.), Portfolio assessment: Getting stared (p.9). New York: Scholastic.
Rivera, K. M. (1990). Developing native language literacy in language minority adult lerners. ERIC Digest. Washington, DC: Center for Applied Linguistics, National Clearinghouse on Literacy Education.
Rumelhart, D. E. (1980). Schemata: The building blocks of cognition. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.), Theoretical issues in reading comprehension (pp.33-58). NJ: Erlbaum.
Salend, S. J. (2000). Strategies and resources to evaluate the impact of inclusion programs on students. Intervention in School and Clinic, 30 (5), 264-70
Salinger, T., & Chittenden, E. (1994). Analysis of an early literacy portfolio: Consequences for instruction (focus on research). Language Arts, 71(6), 446-452.
Salvia, J. & Ysseldyke, J.E. (1984). Assessment in special and remedial education. Boston, MA: Houghton-Mifflin.
Scribner, S., & Cole, M. (1981). The Psychology of Literacy. Cambridge: Harvard University Press.
Seels, B. (1993). The knowledge of base of the evaluation domain. Paper presented at the Annual Meeting of the Association for Educational Communications and Technology, New Orleans, LA (ERIC Document Report Service No. ED 355919).
Seliger, H. W. (1978). Implications of multiple critical periods for second language learning. In W. Ritchie (Ed.), Second language acquisition research (pp.11-19). New York: Academic Press, Inc.
Shepard, L. A. (1989). Why we need better assessments. Educational Leadership, 46(7), 4-9.
Short, D. J. (1993). Assessing integrated language and content instruction. TESOL Quarterly. 27(4), 627-656.
Smith, F. (1982). Understanding reading. New York: Holt, Rinehart, & Winston.
Smith, F. (1986). Insult to intelligence: The bureaucratic invasion of our classrooms. New York: Arbor House.
Soifer, R., Irwin, M. E., Crumrine, B. M., Hozaki, E., Simmons, B. K., & Young, D. L. (1990). The complete theory-to-practice handbook of adult literacy: Curriculum design and teaching approaches. New York: Teachers College Press.
Stanovich, K. E. (1980). Towards an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16, 32-71.
Steffensen, M. S., Joag-Dev, C., Anderson, R. C. (1979). A cross-cultural perspective on reading comprehension. Reading Research Quarterly, 15, 10-29.
Steven, K. (1982). Can we improve reading by teaching background information? Journal of Reading 25(4), 326-329.
Stiggins, R. J. (1987). Design and development of performance assessments. Educational Measurement: Issues and Practice, 6 (3), 33-42.
Street, B. V. (1984). Literacy in theory and practice. Cambridge: Cambridge University Press.
Street, B. V. (1999). The meanings of literacy. In D. A. Wagner, R. L. Venezky, & B. V. Street (Eds.), Literacy: An international handbook (pp.34-40). Colorado: Westview Press.
Taba, H. (1962). Curriculum development: Theory and practice. New York: Harcourt Brace Jovanovich.
Tchudi, S. (1994). Integrated language arts in the elementary school. Belmont, CA: Wadsworth.
Tierney, R. J. (1992). Portfoios: Windows on learning. Learning, 21 (2), 61-64.
Tierney, R. J., Carter, M. A., & Desai, L. E. (1991). Portfolio assessment in the reading-writing classroom. Norwood, MA: Christopher-Gordon.
Valdés, G., & Figueroa, R. (1994). Bilingualism and testing: A special case of bias. Norwood, NJ: Ablex Publishing.
Valencia, S. (1990). A portfolio approach to classroom reading assessment: The whys, whats, and hows. The Reading Teacher, 43(3), 338-340.
Valencia, S. W. (1998). Why portfolios? Assessment principles and a portfolio definition. In S. W. Valencia (Ed.), Literacy portfolios in action (pp.1-27). Orlando, Florida: Harcourt Brace & Company.
Verhoeven, L. (1990). Acquisition of reading in Dutch as a second language. Reading Research Quarterly, 25(2), 90-114.
Verhoeven, L. (1999). Second language reading. In D. A. Wagner, R. L. Venezky, & B. V. Street (Eds.), Literacy: An international handbook (pp.143-147). Colorado: Westview Press.
Wagner, D. (1993). Literacy, culture, and development: Becoming literate in
Morocco. New York: Cambridge University Press.
Waltz, D., & Pollack, J. (1985). Massively parallel parsing: a strongly interactive model of natural language interpretation. Cognitive Science, 9, 51-74.
Wei, C. L. (1997). Collaboration in EFL classroom: an investigation of DFLL learners’ perceptions of jigsaw cooperative learning technique in freshman English classess. Proceedings of the Fourteenth Conference on English Teaching and Learning in the Republic of china (pp. 223-238 ). Taipei: The Crane Publishing Co.
Weinstein-Shr, G. (1990). NCLE Q & A: Family and intergenerational literacy in multilingual families. Washington, DC: Center for Applied Linguistics, National Clearinghouse on Literacy Education.
Wiggins, G. (1991). Standards, not standardization: Evoking quality student work.
Educational Leadership, 18-25.
Willinsky, J. (1990). The new literacy: Redefining reading and writing in schools. London: Routledge.
Winograd, P., Martinez, R. B., & Noll, E. (1999). Alternative assessments of learning and literacy: A U.S. perspective. In D. A. Wagner, R. L. Venezky, & B. V. Street (Eds.), Literacy: An international handbook (pp. 203-209). Colorado: Westview Press.
Wolf, D. P. (1989). Portfolio assessment: Sampling student work. Educational Leadership, 46(7), 35-39.
Wolf, K. P. (1992). Informed assessment of students through the classroom literacy portfolio. CA: Stanford University.
Wray, D. (1997). Research into the teaching of reading: A 25-year debate. In K. Watson, C. Modgill, & S. Modgil (Eds), Education dilemmas: Debate and diversity (pp.161-171). London: Cassell.
Wrigley, H. S., & Guth, G. J. A. (1992). Bringing literacy to life: Issues and options in adult ESL literacy. California: Dominie Press, Inc.
Yeh, H. N. (2000). Implementation of English portfolio assessment in primary and
junior schools. Journal of Caves English Teaching (CET), 30, 11-14.
Yeh, H. N. (2000). Toyuanhua pingliang (Multidimensional evaluation). Junior
high school and elementary school nine-year integrated curriculum teaching
and evaluation research. Taipei: Ministry of Education.
國民中小學九年一貫課程暫行綱要 (民88)，教育部。
國民中小學英語教學活動設計及評量指引 (民90)，教育部。
許蔚農 (民87)。專業英文表達困境之探討，《第七届中華民國英語文教
學國際研討會論文集》。臺北：文賀出版社。
盧貞穎 (民90)。 讓學生做學習的主人，《敦煌英語教學雜誌》，第30
期，頁15-21。
潘貴美 (民90)。 檔案評量初探， 《敦煌英語教學雜誌》，第30期，
頁 32-34。