On the Timely Feedback of Portfolio Assessment in the Situated Task-based Learning-Case Study of Business Correspondence Course

This paper describes the application of portfolio assessment in the situated task-based learning, together with their research on the influence of the timely feedback to students' overall participation in the course. The enrolled students in Business Correspondence are required to fulfill certain writing tasks under the background of international trade practice. The portfolio assessment, which shows the progress of a student's achievement, is used as effective evaluation method in this situated task-based learning. Based on 3 years' course comments, we fmd out that the timely feedback is a necessity in practicing effective portfolio assessment, which strongly influences the students' overall engagement in the course.