| Acknowledgements | 第1-5页 |
| Abstract | 第5-6页 |
| 摘要 | 第6-10页 |
| List of Tables | 第10-11页 |
| Chapter One Introduction | 第11-15页 |
| ·General description of the background | 第11-13页 |
| ·The current Chinese educational context | 第11-12页 |
| ·Problems of college English writing | 第12页 |
| ·Major assessment of college English education in China | 第12-13页 |
| ·Significance of the study | 第13-14页 |
| ·Necessity of autonomous learning | 第13页 |
| ·Importance of a diverse assessment method | 第13-14页 |
| ·Layout of the Thesis | 第14-15页 |
| Chapter Two Literature Review | 第15-30页 |
| ·Overview of Portfolio | 第15-21页 |
| ·Origin and Definition of Portfolio | 第15-16页 |
| ·Characteristics of Portfolio | 第16页 |
| ·Portfolio as a Pedagogical Strategy for Developing Learner Autonomy | 第16-17页 |
| ·Reliability and Validity of Portfolio | 第17-18页 |
| ·Contents of Portfolio in the Present Study | 第18-21页 |
| ·Overview of writing assessment | 第21-26页 |
| ·Introduction to the development of writing assessment | 第21-22页 |
| ·Weakness of writing assessment in China | 第22-23页 |
| ·Comparison of formative assessment and summative assessment | 第23-24页 |
| ·Benefits of formative assessment | 第24-25页 |
| ·Introduction of portfolio-based writing assessment | 第25-26页 |
| ·Review of the current research status at home and abroad | 第26-30页 |
| ·Current related researches abroad | 第26-27页 |
| ·Current related researches at home | 第27-28页 |
| ·Focus of the present study | 第28-30页 |
| Chapter Three Theoretical Framework | 第30-39页 |
| ·Theory of Humanism | 第30-31页 |
| ·Introduction to Humanism | 第30-31页 |
| ·Educational Implications of Humanism | 第31页 |
| ·Theory of Constructivism | 第31-33页 |
| ·Introduction to Constructivism | 第31-32页 |
| ·Educational Implications of Constructivism | 第32-33页 |
| ·The Theory of Multiple Intelligences | 第33-34页 |
| ·Introduction to Multiple Intelligences | 第33-34页 |
| ·Educational Implications of Multiple Intelligences | 第34页 |
| ·Error Analysis Theory | 第34-36页 |
| ·Introduction to Error Analysis | 第34-35页 |
| ·Error Correction in Writing | 第35-36页 |
| ·Krashen’s Monitor Model | 第36-39页 |
| ·Introduction to Krashen’s Monitor Model | 第36-37页 |
| ·Educational Implications of Krashen’s Monitor Model | 第37-39页 |
| Chapter Four Research Design | 第39-43页 |
| ·Research Questions | 第39页 |
| ·Subjects | 第39-40页 |
| ·Procedures | 第40-41页 |
| ·Data Collection Instruments | 第41-42页 |
| ·Data Analysis Methods | 第42-43页 |
| Chapter Five Results and Discussion | 第43-55页 |
| ·The Effectiveness of Portfolio-based Writing Assessment on English Writing Ability | 第43-48页 |
| ·Result from pretest | 第43-44页 |
| ·Result from posttest | 第44-46页 |
| ·Result from Questionnaire One | 第46-48页 |
| ·The Specific Influence of Portfolio-based Writing Assessment on College | 第48-53页 |
| ·Influence on students' self-correction | 第48-50页 |
| ·Influence on students' self-reflection | 第50-51页 |
| ·Influence on autonomous learning | 第51-53页 |
| ·Difference between High-achievers and low-achievers in English Writing | 第53-55页 |
| Chapter Six Conclusion | 第55-58页 |
| ·Summary of major findings | 第55-56页 |
| ·Pedagogical Implications | 第56页 |
| ·Limitations and Suggestions for Further Research | 第56-58页 |
| References | 第58-62页 |
| Publications | 第62-63页 |
| Appendix 1 Pretest | 第63页 |
| Appendix 2 Posttest | 第63-64页 |
| Appendix 3 Questionnaire One | 第64-65页 |
| Appendix 4 Questionnaire Two | 第65-67页 |
| Appendix 5 List of Topics | 第67-68页 |
| Appendix 6 Samples of Self-assessment, peer-assessment forms and reflective | 第68页 |
