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視写のカリキュラムに基づく尺度（CBM）の日本語版標準化に向けた問題の検討
http://hdl.handle.net/2298/35862
http://hdl.handle.net/2298/358620e170c1d-587a-45a4-9e6b-5fdc52a115e1
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KKK0065_125-130.pdf (2.1 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2017-01-11 | |||||||||||
| タイトル | ||||||||||||
| タイトル | 視写のカリキュラムに基づく尺度（CBM）の日本語版標準化に向けた問題の検討 | |||||||||||
| 言語 | ja | |||||||||||
| タイトル | ||||||||||||
| タイトル | シシャ ノ カリキュラム ニ モトヅク シャクド CBM ノ ニホンゴ バン ヒョウジュンカ ニ ムケタ モンダイ ノ ケントウ | |||||||||||
| 言語 | ja-Kana | |||||||||||
| タイトル | ||||||||||||
| タイトル | Investigation of copy writing probes in curriculum-based measurement for standardization in Japan | |||||||||||
| 言語 | en | |||||||||||
| 言語 | ||||||||||||
| 言語 | jpn | |||||||||||
| キーワード | ||||||||||||
| 主題 | Curriculum-based measurement, copy writing, standardization, progressive monitoring | |||||||||||
| 資源タイプ | ||||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||||
| 著者 |
干川, 隆
× 干川, 隆
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| 内容記述 | ||||||||||||
| 内容記述タイプ | Other | |||||||||||
| 内容記述 | The aim of this study was to investigate copy writing probes in Curriculum-based measurement (CBM) with the aim of introducing standardization in Japan. In the United States, CBMs are useful for monitoring the progress of students’ learning with the Response-to-Intervention (RTI) movement. In order to develop copy writing probes for progressive monitoring, the difficulty of probe sentences must be standardized. Subjects of this research were 48 undergraduate students. The materials used were from 6th grade elementary school textbooks. The findings of the preliminary study consisted of 6 graders in an elementary school and it looked at the number of words in a sentence that were copied correctly. The initial results suggested that the outcome was related to the number of Chinese characters in a sentence as well as other factors such as the subjects’ consciousness of language skills and the nature of their character. In this study, the number of Chinese characters in the probe sentences, which were controlled, were almost identical. As a result, the differences in the number of words copied correctly were reduced between the two probe sentences. An unexpected result was that other factors also affected student performance; their performance improved as the number of sessions increased. These results were then analyzed from the perspective of the subjects’ activity as well as their level of self-consciousness. | |||||||||||
| 書誌情報 |
ja : 熊本大学教育学部紀要 巻 65, p. 125-130, 発行年 2016-12-19 |
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| ISSN | ||||||||||||
| 収録物識別子 | 2188-1871 | |||||||||||
| NCID | ||||||||||||
| 収録物識別子タイプ | NCID | |||||||||||
| 収録物識別子 | AA12653153 | |||||||||||
| 著者版フラグ | ||||||||||||
| 出版タイプ | VoR | |||||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||||
| 日本十進分類法 | ||||||||||||
| 主題Scheme | NDC | |||||||||||
| 主題 | 375.17 | |||||||||||
| 出版者 | ||||||||||||
| 出版者 | 熊本大学 | |||||||||||
| 言語 | ja | |||||||||||
