Applications of Formative Assessment in EFL Extensive Reading Class

2017 Fiscal Year Final Research Report

• 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
• 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

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.

Free Research Field

英語教育