| Project/Area Number |
22730711
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Single-year Grants |
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| Research Field |
Education on school subjects and activities
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| Research Institution | Tezukayama University (2011)
National Institute for Japanese Language and Linguistics (2010) |
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Principal Investigator |
MORI Atsushi 帝塚山大学, 現代生活学部, 准教授 (30407209)
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| Project Period (FY) |
2010 – 2011
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| Project Status |
Completed (Fiscal Year 2011)
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| Budget Amount *help |
¥2,600,000 (Direct Cost: ¥2,000,000、Indirect Cost: ¥600,000)
Fiscal Year 2011: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2010: ¥1,820,000 (Direct Cost: ¥1,400,000、Indirect Cost: ¥420,000)
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| Keywords | 学習言語 / 教科横断 / 理解度調査 / 書き換えテスト / 教科書調査 / 共分散構造分析 / 原文テスト / 正答率の差 |
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| Research Abstract |
This study investigated the effect of the language used to describe problems in exams that test students' understanding of a curriculum's contents. First, with the cooperation of Toshobunka(a publisher of educational assessment tools), problems with a low rate of correct answers were selected using two standardized tests commonly used in Japan. the Kyoken norm-referenced test(NRT) and Kyoken criterion-referenced test(CRT). Subsequently, two versions of a test were created : Test A with original Japanese text and Test B with revised Japanese text that is easier to understand. These tests were conducted among first-to sixth-graders in two elementary schools, and the results were quantitatively analyzed. In addition, problems that had different rates of correct answers were qualitatively analyzed.
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