| Chapter 1: Two Important Concepts Emerged From Humanism And Experiential Learning | 第1-21页 |
| 1-1: Competing Concepts of Education | 第11页 |
| 1-2: Humanism and Experiential Psychology | 第11-15页 |
| 1-3: Two Concepts Emerged from Humanism and Experiential Learning | 第15-20页 |
| 1-3-1: Communicative Language Teaching | 第15-16页 |
| 1-3-2: Learner-centered Instruction | 第16-20页 |
| 1-3-2-1: Defining Learner-centeredness | 第17-18页 |
| 1-3-2-2: Shifts in Teacher and Student Roles | 第18-19页 |
| 1-3-2-3: Support for Application of Learner-centeredness in Language Learning | 第19-20页 |
| 1-4: Conclusion of Chapter One | 第20-21页 |
| Chapter 2: The Effect of Language Assessment on Language Learning | 第21-31页 |
| 2-1: Distinguishing “Assessment” and “Testing” | 第21页 |
| 2-2: Why Assess? | 第21-23页 |
| 2-3: The On-going Nature of Assessment | 第23-24页 |
| 2-4: Other Ways Assessment Can Aid Learning | 第24-26页 |
| 2-5: The Philosophy of Traditional Testing and Evaluation | 第26-28页 |
| 2-6: The Need For Alternative Assessment | 第28-31页 |
| Chapter 3: Learner-centered Formative Assessment | 第31-41页 |
| 3-1: Learner-centered Formative Assessment should serve as an alternative to conventional summative assessment | 第31-33页 |
| 3-2: Leaner-centered Formative Assessment: What We Know from Psychology | 第33-36页 |
| 3-3: Learner-Centered Formative Assessment Philosophy | 第36-40页 |
| 3-4: Summary of Chapter 3 | 第40-41页 |
| Chapter 4: How Can Good Learner-Centered Formative Assessment Be Framed | 第41-53页 |
| 4-1: Principles of Learner-centered Formative Assessment and Evaluation | 第41-43页 |
| 4-2: Forms of Learner-centered Formative Assessment Available | 第43-44页 |
| 4-3: Ensure the Accuracy and Trustworthiness of Assessment Information | 第44-47页 |
| 4-4: Know the Limitations of Each Method of Assessment, and Guard Against Over-reliance on Any Single One | 第47页 |
| 4-5: Comparison of Characteristics of Learner-centered Formative Assessment and Traditional Educational Measurement | 第47-48页 |
| 4-6: Features of Good Formative Assessment | 第48-50页 |
| 4-7: Guidelines for Selecting and Using Classroom Assessments | 第50-52页 |
| 4-8: Conclusions of Chapter Four | 第52-53页 |
| Chapter 5: Portfolio Assessment in Writing—A Case Study | 第53-87页 |
| 5-1: Introduction | 第53-59页 |
| 5-1-1: What Are Portfolios? | 第53-55页 |
| 5-1-2: Theories Underlying Portfolio Assessment | 第55-57页 |
| 5-1-3: Type of Portfolios | 第57页 |
| 5-1-4: Purpose and Contents of Portfolios | 第57-59页 |
| 5-2: Applying Portfolio Assessment in Writing Class: A Case Study Carried Out by the Author | 第59-61页 |
| 5-3: Description and Analysis of the Whole Process | 第61-87页 |
| 5-3-1: Planning and Creating Portfolios | 第61-65页 |
| 5-3-2: Considerations in the Implementation of Portfolio Assessment | 第65-80页 |
| 5-3-3: Conclusions and Implications | 第80-87页 |
| Appendix Ⅰ: Types of Learner-centered Formative Assessment | 第87-90页 |
| Appendix Ⅱ: Post-portfolio Questionnaire | 第90-92页 |
| Appendix Ⅲ: Essay Portfolio Rating Form | 第92-94页 |
| Appendix Ⅳ: Writing Rubric | 第94-96页 |
| References | 第96-100页 |
