Abstract
Abstract
 Portfolio assessment has a significant role in learning French for Senior High School students as it refers to the 2013 curriculum. However, up until now, there has been no book-shaped portfolio assessment that can be utilized by French teachers. This article presents the results from the first year of an ongoing development research which aims to determine the portfolio model required by Senior High School French teachers. Quantitative data were collected from 26 teachers via questionnaires in the form of google forms and analyzed using simple descriptive statistics. The results of the analysis showed that Senior High School French teachers need a portfolio assessment model for each semester that contain students’ identification, assignments which assess students’ core and basic competencies, assessment standards, guidelines for student self-evaluation, and awards related to French.
 
 Keywords: portfolio assessment, Senior High School, French learning, research and development
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