@article{oai:u-ryukyu.repo.nii.ac.jp:02019697,
 author = {高瀬, 裕人 and Takase, Yujin},
 issue = {102},
 journal = {琉球大学教育学部紀要, Bulletin of Faculty of Education University of the Ryukyus},
 month = {Mar},
 note = {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.},
 pages = {99--115},
 title = {〈信頼〉を核とした読むことの学習評価},
 year = {2023}
}