| Acknowledgements | 第1-7页 |
| 中文摘要 | 第7-8页 |
| Abstract | 第8-10页 |
| 前言 | 第10-14页 |
| Introduction | 第14-22页 |
| Chapter One Education assessment | 第22-39页 |
| ·The concept of education assessment | 第22-23页 |
| ·The appraisers of education assessment | 第23-25页 |
| ·The role of assessment | 第25-27页 |
| ·The methods of assessment | 第27-28页 |
| ·The principles of assessment | 第28页 |
| ·The Types of Education Assessment | 第28-39页 |
| ·Formative Assessment | 第29-31页 |
| ·Summative assessment | 第31页 |
| ·Formative assessment versus summative assessment | 第31-34页 |
| ·The need for alternative assessment | 第34-37页 |
| ·Formative assessment serving as an alternative to summative assessment | 第37-39页 |
| Chapter Two The history and present situation of education assessment | 第39-43页 |
| ·The history of education assessment in China and abroad | 第39-40页 |
| ·Education assessment in the West | 第40-41页 |
| ·Education assessment in China | 第41-43页 |
| Chapter Three Literature review | 第43-51页 |
| ·Lin's study | 第43页 |
| ·Zhang's study | 第43-44页 |
| ·Guo's study | 第44-45页 |
| ·Torrance and Pryor's study | 第45-48页 |
| ·A successful case of formative assessment in the West | 第48-51页 |
| Chapter Four Theoretical framework | 第51-55页 |
| ·Humanism psychology | 第51页 |
| ·Constructivism | 第51-52页 |
| ·Cognitive psychology | 第52页 |
| ·Motivation Theory | 第52-53页 |
| ·The affective filter hypothesis | 第53-54页 |
| ·The Reflective Practitioner | 第54-55页 |
| Chapter Five The functions & principles of formative assessment | 第55-58页 |
| ·The functions of formative assessment | 第55-56页 |
| ·Feedback and encouragement | 第55页 |
| ·Retrospect and sum-up | 第55页 |
| ·Recording the growth | 第55-56页 |
| ·The principles of formative assessment | 第56-58页 |
| ·The principle of appraisers | 第56页 |
| ·The principle of development | 第56-57页 |
| ·The principle of process | 第57-58页 |
| Chapter Six A brief analysis of the current education assessment system in colleges | 第58-62页 |
| ·The main problems in current foreign language assessment system | 第58-60页 |
| ·Necessity and significance of formative assessment on the foreign language teaching in colleges | 第60-62页 |
| ·The characteristics of the college students of English learning | 第60页 |
| ·The cultivation standard of college foreign language education and necessity of reforming the assessment system | 第60-62页 |
| Chapter Seven Portfolio Assessment-----a specific form of formative assessment: | 第62-66页 |
| ·Introduction to portfolio | 第62页 |
| ·Essential characteristics of portfolio | 第62-63页 |
| ·The primary value of portfolio | 第63页 |
| ·Types of portfolios | 第63-66页 |
| ·Best-work portfolios | 第64页 |
| ·Growth and learning-progress portfolios | 第64-66页 |
| Chapter Eight: Portfolio assessment in English teaching——a case study | 第66-95页 |
| ·Objectives of the study | 第66页 |
| ·Participants | 第66-67页 |
| ·Plans of the case study | 第67-68页 |
| ·Description and analyses of the whole study process | 第68-86页 |
| ·Making pretest and questionnaire | 第68-70页 |
| ·Making pretest interview | 第70-72页 |
| ·Planning and creating portfolios | 第72-78页 |
| ·Making post-test and interview | 第78-80页 |
| ·Assessing portfolio | 第80-86页 |
| ·Data collection | 第86页 |
| ·Data analysis | 第86-92页 |
| ·Two cases from the experiment group | 第92-95页 |
| Chapter Nine Conclusion and suggestions | 第95-101页 |
| ·Major findings | 第95-97页 |
| ·Confirmed hypotheses | 第95页 |
| ·Portfolio assessment - an important technique for both assessment and instruction | 第95-96页 |
| ·Shifts in teacher and student roles | 第96-97页 |
| ·Minor findings | 第97页 |
| ·Limitation of the study | 第97-99页 |
| ·Implications for college English teachers | 第99页 |
| ·Summary | 第99-101页 |
| Reference | 第101-104页 |
| Appendix Ⅰ | 第104-105页 |
| Appendix Ⅱ | 第105-106页 |
| Appendix Ⅲ | 第106页 |
