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  1. 紀要論文
  2. 琉球大学教育学部紀要
  3. 100号
  1. 部局別インデックス
  2. 教育学部

学習者中心の教育における読むことの学習評価

https://doi.org/10.24564/0002017885
https://doi.org/10.24564/0002017885
4510340f-6f17-4d11-a357-7b0c5b47254c
名前 / ファイル ライセンス アクション
No100p111.pdf No100p111.pdf (1.2 MB)
Item type 琉球大学リポジトリ登録用アイテムタイプ(1)
公開日 2022-04-07
タイトル
タイトル 学習者中心の教育における読むことの学習評価
言語 ja
作成者 高瀬, 裕人

× 高瀬, 裕人

ja 高瀬, 裕人

en Takase, Yujin

アクセス権
アクセス権 open access
アクセス権URI http://purl.org/coar/access_right/c_abf2
主題
言語 ja
主題Scheme Other
主題 学習のための評価
言語 ja
主題Scheme Other
主題 学習としての評価
言語 ja
主題Scheme Other
主題 学習者中心の教育
言語 ja
主題Scheme Other
主題 バランスのとれたアプローチ
内容記述
内容記述タイプ Abstract
内容記述 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.
言語 en
出版者
言語 ja
出版者 琉球大学教育学部
言語
言語 jpn
資源タイプ
資源タイプ departmental bulletin paper
資源タイプ識別子 http://purl.org/coar/resource_type/c_6501
出版タイプ
出版タイプ VoR
出版タイプResource http://purl.org/coar/version/c_970fb48d4fbd8a85
ID登録
ID登録 10.24564/0002017885
ID登録タイプ JaLC
収録物識別子
収録物識別子タイプ PISSN
収録物識別子 1345-3319
収録物識別子タイプ NCID
収録物識別子 AA11393705
収録物名
言語 ja
収録物名 琉球大学教育学部紀要=Bulletin of Faculty of Education University of the Ryukyus
書誌情報
号 100, p. 111-122, 発行日 2022-03
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