本研究旨在實驗探討檔案評量在高中英文之實施狀況及其可能性，以期了解學生對檔案評量之觀感。同時，本研究希望在評量方面，能提供給高中英文老師新的思維。
本研究採用質的分析法，涵蓋 : (一) 學生對自己的檔案作品之感想；(二) 學生對檔案評量之認識及評價；(三) 檔案評量對學生在學習英文之助益；(四) 提供學生自主學習之機會。
本研究結果如下 : (一) 學生對自我作品之肯定；(二) 發現檔案評量對學生之影響；(三) 獲得一些教學上的啟示。簡言之，本研究提供了檔案評量在教學上之另一選擇，對學生及老師而言，導引出評量及教學的方向。

The purpose of the study is to show how portfolio assessment can be implemented in an EFL senior high school classroom and to provide an alternative assessment for senior high school English teachers.
In this study, both qualitative and quantitative methods were adopted. Research data were collected from classroom observations, questionnaires, interviews and student portfolios. The results not only revealed the students’ improvement in a range of skills but reflected change and growth over a period of time. The study showed that portfolio assessment provided students with self-directed learning, created an interaction for instruction and assessment and offered opportunities for peer-supported growth. As for future implementation, portfolio assessment is not an educational panacea; rather, it is a promising alternative assessment procedure, and instructors must fully realize both its strengths and weaknesses for proper implementation. In conclusion, the study found that portfolio assessment linked assessment more closely to classroom activities. In addition, the students’ participation and academic achievement were satisfactory.

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