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|Other Titles:||A Case Study of the Applicatin of Portfolio Assessment to English Drama Teaching in a Vocational School|
Office of Research and Development
Limited by vocational students' poor English ability, small number of English classes and subjection to traditional test, most vocational school English teachers are forced to use the traditional grammar-translation method. The purpose of this study is to show how English drama teaching combined with portfolio assessment in a vocational school influenced learning and teaching. The data have been collected from classroom observation, interviews, questionnaires and student portfolios in order to arrive at the deepest possible understanding. The results show that portfolios in order to arrive at the deepest possible understanding. The results show that portfolio assessment did reinforce the classroom teaching of drama, help the students develop their ability to think and reflect, and allow the teacher to achieve a better understanding of the students' learning process.
|Appears in Collections:||師大學報|
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