WEKO3
アイテム
〈信頼〉を核とした読むことの学習評価
https://doi.org/10.24564/0002019697
https://doi.org/10.24564/0002019697d0d008c3-b75a-4a89-a02e-e66d72742f85
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
No102p99.pdf (1.5 MB)
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| 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 | 2023-04-05 | |||||||||
| タイトル | ||||||||||
| タイトル | 〈信頼〉を核とした読むことの学習評価 | |||||||||
| 言語 | ja | |||||||||
| タイトル | ||||||||||
| タイトル | The Trusting-Based Reading Assessment | |||||||||
| 言語 | en | |||||||||
| 作成者 |
高瀬, 裕人
× 高瀬, 裕人
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| 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 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | assessment for learning | |||||||||
| 主題 | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | assessment as learning | |||||||||
| 主題 | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | dialogic assessment | |||||||||
| 主題 | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | trusting | |||||||||
| 主題 | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | uncoverage approach | |||||||||
| 主題 | ||||||||||
| 言語 | ja | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 学習のための評価 | |||||||||
| 主題 | ||||||||||
| 言語 | ja | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 学習としての評価 | |||||||||
| 主題 | ||||||||||
| 言語 | ja | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 対話的な学習評価 | |||||||||
| 主題 | ||||||||||
| 言語 | ja | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 信頼 | |||||||||
| 主題 | ||||||||||
| 言語 | ja | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 「看破する」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 for growing up to be an independent reader. To grow up to be an independent reader, students need to self-assess and regulate their reading performance and their own reading life. Reading assessment needs to work as "assessment for learning” and “assessment as learning”. I picked up and examined Jenifer Scoggin ＆ Hannah Schneewind’s proposals. They proposed that teachers positively impact students’ growth when teachers trust themselves as reading experts and their students as collaborative partner to create reading experience that matter. Through consideration, I clarified three points;（1） Reading conference was the powerful time. Teachers and students worked as collaborative partner to determine future direction of their reading performance and their own reading life in reading conference. （2）Teachers and students assess students’ learning ollaboratively in reading conference. So Teachers needed to listen to their students. This was the uncoverage approach to reading assessment. When teachers listened to students, teachers made a dialogic assessment. And it worked as “assessment for learning” and “assessment as learning”. And （3） When teachers trusted themselves and their students, these things came true. When teachers approached students with trust, teachers and students could build and maintain strong relationship. In turn this strong relationship was a key component to grow up to be an engaged, motivated independent reader. |
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| 言語 | en | |||||||||
| 出版者 | ||||||||||
| 出版者 | 琉球大学教育学部 | |||||||||
| 言語 | ja | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| 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 | 10.24564/0002019697 | |||||||||
| 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 | |||||||||
| 収録物名 | ||||||||||
| 収録物名 | 琉球大学教育学部紀要 | |||||||||
| 言語 | ja | |||||||||
| 収録物名 | ||||||||||
| 収録物名 | Bulletin of Faculty of Education University of the Ryukyus | |||||||||
| 言語 | en | |||||||||
| 書誌情報 |
号 102, p. 99-115, 発行日 2023-03 |
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