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学習の進捗状況モニタリング尺度としての算数のカリキュラムに基づく尺度(CBM)の開発の試み
http://hdl.handle.net/2298/43009
http://hdl.handle.net/2298/43009cb2fc58e-eba1-4803-a5ee-00924056e2ea
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KKK0068_069-077.pdf (2.3 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2020-01-22 | |||||
| タイトル | ||||||
| タイトル | 学習の進捗状況モニタリング尺度としての算数のカリキュラムに基づく尺度(CBM)の開発の試み | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 主題 | Curriculum-based measurement, progress monitoring, Mathematics, learning difficulties | |||||
| 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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| 別言語の著者 |
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 purpose of this study was to standardize Curriculum-Based Measurement （CBM） in Japan. Although CBM has become useful for monitoring the progress of studentsʼ learning with the Response-to-Intervention（RTI） movement in the U.S., CBM is not familiar with Japanese educators due to the differences of educational evaluation system between the U.S. and Japan. Since 1999 when Japanese Ministry of Education defined student with learning disabilities, the number of students who go to resource room goes on increasing in regular classroom year after year. We need to standardize CBM as a measurement of progressive monitoring in Japan in order to identify students with learning difficulties at an early stage. Subjects was 245 elementary students from 2nd through 6th grade. The subjects asked to calculate grade level calculation probes for three minutes as a Math CBM. Half of the probe was selected from each grade level textbook. Data was collected from May to March and the total number of sessions was 24 times（6th and 4th grade was 23 times）. On reliability of CBM, cross-correlation between seven types of test ranged from .45 to .93. On validity of CBM, the correlations between in the results of CBM and Kyoken Achievement Test （NRT） and teacherʼs evaluation were significantly from .40 to .57. Moreover, the correlation between the results of CBM and teacherʼs evaluation ranged from .37 to .58. Finally, the results were analyzed by repeated measure ANOVA and a regression analysis, with the former showing that the score of the sessions significantly increased while the latter indicating a high coefficient of determination. These results were discussed from the concept of CBM as achievement level and as a growth （slope）. Finally, the limitation of this study and the future research were proposed. | |||||
| 書誌情報 |
熊本大学教育学部紀要 巻 68, p. 69-77, 発行年 2019-12-16 |
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| ISSN | ||||||
| 収録物識別子 | 21881871 | |||||
| NCID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA12653153 | |||||
| フォーマット | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | application/pdf | |||||
| 形態 | ||||||
| 値 | 2274189 bytes | |||||
| 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 | 375.412 | |||||
| その他の言語のタイトル | ||||||
| その他のタイトル | An attempt at the development of math curriculum-based measurement : Progressive monitoring of learning in Japan. | |||||
| タイトル（ヨミ） | ||||||
| その他のタイトル | ガクシュウ ノ シンチョク ジョウキョウ モニタリング シャクド ト シテ ノ サンスウ ノ カリキュラム ニ モトズク シャクド CBM ノ カイハツ ノ ココロミ | |||||
| 出版者 | ||||||
| 出版者 | 熊本大学 | |||||
| 資源タイプ | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | 論文(Article) | |||||
| 資源タイプ・ローカル | ||||||
| 値 | 紀要論文 | |||||
| 資源タイプ・NII | ||||||
| 値 | Departmental Bulletin Paper | |||||
| 資源タイプ・DCMI | ||||||
| 値 | text | |||||
| 資源タイプ・ローカル表示コード | ||||||
| 値 | 02 | |||||
