| Project/Area Number |
25370741
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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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| Research Field |
Foreign language education
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| Research Institution | Osaka University of Economics |
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Principal Investigator |
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| Project Period (FY) |
2013-04-01 – 2016-03-31
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| Project Status |
Completed (Fiscal Year 2015)
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| Budget Amount *help |
¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2015: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
Fiscal Year 2014: ¥130,000 (Direct Cost: ¥100,000、Indirect Cost: ¥30,000)
Fiscal Year 2013: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
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| Keywords | 多読 / EPER テスト / 妥当性 / 評価 / 信頼性 / 実用性 / ラッシュ分析 / クローズテスト / 教育評価 / 多読テスト / EPERテスト / テストの実用性 / 多読指導の評価 / テストの妥当性 / TOEIC Bridge |
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| Outline of Final Research Achievements |
This study investigated the evaluation of extensive reading. The Edinburgh Project on Extensive Reading Placement/Progress Test (EPER PPT, developed by the Edinburgh Project on Extensive Reading to measure progress in extensive reading), was examined in terms of three criteria for language tests: reliability, validity, and practicality. The results showed that the EPER PPT scores had concurrent validity and high reliability. However, the EPER PPT was found to contain some unsuitable items that could not adequately distinguish between test-takers’ abilities. The reliability of the EPER PPT remained high when these unsuitable items were deleted. In addition, the results of a questionnaire on extensive reading evaluation showed that extensive reading practitioners employed multiple evaluation methods and that they expected external evaluation tools to reflect certain attributes including practicality.
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