2021 Fiscal Year Final Research Report
ICT Tools for Effective Formative Assessment in Fostering Learning How to Learn Skills
| Project/Area Number |
18K00790
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Review Section |
Basic Section 02100:Foreign language education-related
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| Research Institution | Bunkyo University |
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Principal Investigator |
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| Co-Investigator(Kenkyū-buntansha) |
ポープ クリストファー・ジョン 徳島文理大学, 大学共同利用機関等の部局等, 講師 (10792301)
LANDER BRUCE 松山大学, 人文学部, 教授 (30792840)
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| Project Period (FY) |
2018-04-01 – 2022-03-31
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| Keywords | Formative Assessment / ICT Tools / University Context / Lesson Design |
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| Outline of Final Research Achievements |
The project started out by investigating how to enhance learning skills to increase out-of-class study time for university students. Investigations of ICT tools revealed that most tools focused on feedback and not on enhancing the five principles of formative assessment. After collecting many ICT tools that were thought beneficial to enhance formative assessment in the subject context a website was created to share these tools. However, a lack of evidence to data from most ICT tools, we sought out to collect this data to add or delete any ICT tools that did not fit subject context. It was found that ICT tools could be leveraged to a more effective scale if the instructor was better versed in FA and its five principles, and thus, suggesting that teacher training should aim to deepen the knowledge and skills of how to use the ICT tools for formative assessment by using it to share learning goals and success criteria, allow for peer learning and for more autonomous learning opportunities.
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| Free Research Field |
英語教育学
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| Academic Significance and Societal Importance of the Research Achievements |
Our investigation led to technology-usage in better designed lessons as a potential solution to enhance learning skills to increase out-of-class study time for students. It was found that ICT tools could be leveraged to a more effective scale if the instructor better understood lesson design.
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