A Comparative Study on Formative Assessment of Critical Reading Comprehension and Expression in Secondary Education

2021 Fiscal Year Final Research Report

• Project/Area Number: 19K02732
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 09040:Education on school subjects and primary/secondary education-related
• Research Institution: Hiroshima University
• Principal Investigator: Mase Shigeo 広島大学, 人間社会科学研究科(教), 教授 (90274274)
• Project Period (FY): 2019-04-01 – 2022-03-31
• Keywords: 中等国語科教育 / 批判的読解力 / 国際比較 / 国際バカロレア

Outline of Final Research Achievements

This study was designed to conduct an international comparative study of formative assessment in the classroom, as we see the development of critical reading skills that work in realistic contexts as a challenge for secondary mother tongue education around the world. In the first year of the study, classroom observations were conducted in IB schools in Japan and in high schools in the Midwest in the United States. Characteristics of teacher teaching, learner demonstration and immediate evaluation in the classroom were observed. After the second year, the plan switched to a literature review in the Corona Disaster; Goff (2018) evaluated critical writing written from reading material about the work and its historical context in terms of argumentation. In the domestic context, the learners themselves learned reading strategies and writing styles from a corpus of critical texts and wrote critical texts, which were characterized by self- and peer-assessment.

Free Research Field

教科教育学

Academic Significance and Societal Importance of the Research Achievements

本研究は，世界的に母語教育において高次の読解力の育成が求められる中，高校卒業時の総括的評価（修了試験もしくは大学入試）の枠組みをふまえながら，授業における形成的評価のあり方について国際的な比較を行おうとした点に研究的な意義がある。コロナ禍の影響で海外の実地における調査は1年次の米国の高校に限られたが、二年次以降の海外の文献、国内での実地調査を通して、文学の批評文作成における形成的評価の在り方について、米国と日本の共通点と相違点を明らかにした。こうした結果は、思考力・判断力・表現力の育成をより重視する我が国の中等国語科授業の改善において示唆を与えるものとして社会的な意義がある。