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学習のプログレス・モニタリング尺度としての視写のカリキュラムに基づく尺度(CBM)の開発 : 能力別成長差の分析
http://hdl.handle.net/2298/00043669
http://hdl.handle.net/2298/00043669e7ad94d6-4dc1-410c-ac30-65c1d0fa9741
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KKJ0037_009-015 (1.7 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||
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| 公開日 | 2021-02-08 | |||||||||||
| タイトル | ||||||||||||
| タイトル | 学習のプログレス・モニタリング尺度としての視写のカリキュラムに基づく尺度(CBM)の開発 : 能力別成長差の分析 | |||||||||||
| 言語 | ja | |||||||||||
| タイトル | ||||||||||||
| タイトル | ガクシュウ ノ プログレス モニタリング シャクド トシテ ノ シシャ ノ カリキュラム ニ モトズク シャクド CBM ノ カイハツ : ノウリョク ベツ セイチョウサ ノ ブンセキ | |||||||||||
| 言語 | ja-Kana | |||||||||||
| タイトル | ||||||||||||
| タイトル | Development of a copying curriculum-based measurement for progressive monitoring: An analysis of differences in the growth of copying level | |||||||||||
| 言語 | en | |||||||||||
| 言語 | ||||||||||||
| 言語 | jpn | |||||||||||
| キーワード | ||||||||||||
| 主題 | curriculum-based measurement, progress monitoring, copy, level, growth | |||||||||||
| 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 | This study aimed to develop and standardize a copying Curriculum-Based Measurement (CBM). Hoshikawa (2020a) reported the research results of a copying CBM that involved 508 elementary students from Grades 2-6, who were asked to perform copying sentences for three minutes for a total of 22 sessions, with Grade 5 students participating in only 21 sessions. This study reanalyzed Hoshikawa's data from the perspective of differences in the copying levels. The copying levels were divided into the following three groups based on the first session's results: the low-group of subjects with less than 25th percentile rank, the high-group with more than 75th percentile, and the middle-group with a level between the two. The study findings revealed that CBM scores significantly increased from the 1st to the 22nd sessions in all grades. Moreover, the slope of the CBM scores of the low-group subjects escalated during these sessions compared to those of the high- and middle- group subjects. In the Grade 5 and 6 groups, there were differences depending on how the subjects perceived the copying. The results were then reviewed from the perspective of the importance of continuous monitoring of the progress and how to use CBM. | |||||||||||
| 書誌情報 |
ja : 熊本大学教育実践研究 en : BULLETIN OF CENTER FOR EDUCATIONAL RESEARCH AND SCHOOL DEVELOPMENT FACULTY OF EDUCATION KUMAMOTO UNIVERSITY 巻 38, p. 9-15, 発行年 2021-02-12 |
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| NCID | ||||||||||||
| 収録物識別子タイプ | NCID | |||||||||||
| 収録物識別子 | AA11700236 | |||||||||||
| 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 | 熊本大学教育学部附属教育実践総合センター | |||||||||||
| 言語 | ja | |||||||||||
