九年一貫課程綱要中建議國小英語科可採用檔案評量作為評量的方式之一。因國小英語教學正值起步階段，目前還十分需要許多在小學階段英語科中使用檔案評量的研究，本研究即研究者與一小學英語老師共同合作探討在小學五年級英語課實施檔案評量之情況。 本研究主要採用質的研究方式來蒐集及分析資料。主要資料來源有田野筆記、訪談紀錄、問卷調查、及研究者日誌。結果發現檔案評量提供了教師較多元之評量方式，教師得以使用分數以外之方式讓學生知道其學習情況，同時在實施過程中教師也嘗試不同的教學活動以滿足不同學生之需求；此外，檔案評量的實施亦幫助學生對評量有新的認知，瞭解評量不僅限於紙筆測驗，學習過程及所有相關之活動亦為評量的一部分，同時學生亦經由此過程得以在個人的學習過程扮演較主動的角色及對自己的學習擔負較多之責任。檔案評量的實施讓老師及學生對教與學有了較不一樣的經驗與態度。這種從做中學之過程值得更多老師的投入，以瞭解檔案評量在本地國小英語教學能扮演之角色。

Portfolio assessment is recommended in the nine-year integrated curriculum guidance as an evaluation approach for EFL classrooms. Currently empirical studies related to portfolio assessment in elementary EFL classes are in great need sine EFL education in Taiwan is still in its infancy. This study was to investigate issues related to the implementation of portfolio assessment in a fifth-grade class at an elementary school. In this study, qualitative research methods were employed for data collection and data analysis. Data were collected from field notes, questionnaires, interviews, student portfolios, and researcher's journal. It was found that portfolio assessment provided the teacher an alternative assessment approach through which scores were not the only means to inform the students' performance. During the process, the teacher came to try different teaching activities in class in order to better fulfill the students' needs. The students also learned to look at assessment from different angles and understood that assessment was not constrained to paper-and-pencil testing only. In addition, the students were able to take more responsibility in their own learning. The implementation of the new assessment approach provided both the teacher and students different teaching and learning experiences. There is a need for more teachers' involvement in such “learn-as-you-go process” in order to further understand the role portfolio assessment can play in our elementary EFL education.