Applications of Formative Assessment in EFL Extensive Reading Class
| Project/Area Number |
26370651
|
|---|
| Research Category |
Grant-in-Aid for Scientific Research (C)
|
| Allocation Type | Multi-year Fund |
|---|
| Section | 一般 |
|---|
| Research Field |
Foreign language education
|
|---|
| Research Institution | Chiba Prefectural University of Health Sciences (2015-2017)
St.Margaret's Junior College (2014) |
|---|
Principal Investigator |
Kanda Minami 千葉県立保健医療大学, 健康科学部, 教授 (20327125)
|
|---|
| Project Period (FY) |
2014-04-01 – 2018-03-31
|
| Project Status |
Completed (Fiscal Year 2017)
|
| Budget Amount *help |
¥4,550,000 (Direct Cost: ¥3,500,000、Indirect Cost: ¥1,050,000)
Fiscal Year 2016: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Fiscal Year 2015: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2014: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
|
|---|
| Keywords | 多読 / 英語 / リーディング / 形成的評価 / グレイデッドリーダー / ノンフィクション / スマートフォン / 英語教育 / 評価 |
|---|
| Outline of Final Research Achievements |
With the aim of providing a more effective extensive reading class, this study attempted to examine formative assessment techniques for measuring student progress. For students to take greater responsibility for their learning through extensive reading, two factors were found to be essential: applying systematic formative assessment and engaging students in the assessment process. In addition, the utilities of personal smartphones as well as non-fiction reading materials related to students’ career goals were explored. Although how to incorporate formative assessment techniques for grading still needs further research, formative assessment processes provide helpful guidance and may lead to more self-regulated and autonomous student learning.
|
Report
(5 results)
Research Products
(14 results)
