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No.98 (2021/3) >

Title :学習者の理解の深化をうながす読むことの形成的評価 : フィードバックの効果的な活用に関する検討を中心に
Title alternative :The Formative Reading Assessment to Promote Students’ Deeper Understanding : Focusing on the Effective Use of Feedback
Authors :高瀬, 裕人
Authors alternative :Takase, Yujin
Issue Date :Mar-2021
Abstract :In this study, I examined the formative reading assessment to promote students’ deeper understanding. Jennifer Serravallo, literacy consultant in U.S., emphasized that reading conference is the heartbeat of the literacy block. In reading conference, teachers need to do the very important work to foster independent reader. They have to assess carefully and provide the effective feedback. Through the examination of her reading conference, this study clarified three points: (1)The effective teachers assess the students’ reading performances in light of his/her goal and the effectiveness of use of comprehension strategies, (2)The types of feedback which effective teachers give the students are direction, redirection, question, compliment, and sentence starter. And effective teacher can give each student various feedback, give each student them timely basis, and differentiate them for every student,(3)the effective teachers avoid personal comments, but provide the feedback which focused on the work, the process, and students’ self-regulation in reading conference.
Type Local :紀要論文
ISSN :1345-3319
Publisher :琉球大学教育学部
URI :http://hdl.handle.net/20.500.12000/48291
Citation :琉球大学教育学部紀要=Bulletin of Faculty of Education University of the Ryukyus no.98 p.195 -209
Appears in Collections:No.98 (2021/3)

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