2024-03-28T17:02:19Z
https://u-ryukyu.repo.nii.ac.jp/oai
oai:u-ryukyu.repo.nii.ac.jp:02017885
2022-05-11T01:15:23Z
1642837622505:1642837745608:1649127243037
1642838403551:1642838405037
学習者中心の教育における読むことの学習評価
The Student-Centered Classroom Reading Assessment
高瀬, 裕人
Takase, Yujin
学習のための評価
学習としての評価
学習者中心の教育
バランスのとれたアプローチ
Assessment for Learning
Assessment as Learning
Student-Centered Teaching
Balanced Approach
In this study, I examined the reading assessment to promote students’ learning. Kate Roberts, literacy consultant in U.S., suggested that both of teaching primarily thorough independent reading and teaching through mostly teacher-driven whole-class texts were important, and teachers had to find a way to join these teaching methods together. In U.S., assessment for learning and assessment as learning offered alternative perspective to traditional assessment in schools. In such a situation, Roberts suggested that the various purpose and function of assessments needed to foster independent reader in reading classes, and teachers had to conduct these assessments for making the culture of reflection and growth in the classroom. Through the consideration, I clarified two points; (1)The reading assessment for fostering strong independent reader needed to work for teacher and students, and (2)teacher and students had to use assessment for spinning the story of growth collaboratively.
http://purl.org/coar/resource_type/c_6501
琉球大学教育学部
2022-03
VoR
1345-3319
AA11393705
琉球大学教育学部紀要=Bulletin of Faculty of Education University of the Ryukyus
100
122
111
jpn
open access