紀要論文 The Adoption of Research Portfolios for Reading Course Assessment: Sophomore Student Perceptions
The Adoption of Research Portfolios for Reading Course Assessment: Sophomore Student Perceptions

Trambley, Jeffrey  ,  Sage, Kristie

(900)  , pp.(11) - (29) , 2015-10-01 , 昭和女子大学
ISSN:13480103
NII書誌ID(NCID):AN00038441
内容記述
This study investigated the adoption of Research Portfolios (RPs) as the main assessment tool for a topic-based reading skills course at the sophomore level at Showa Women's University, Department of English Communication. Primary data was collected via an online bilingual student survey to determine student perceptions of the project-based, active learning method of assessment, the Research Portfolio. RPs differ from traditional methods of assessing language learners' reading skills such as multiple-choice testing in that they require the learner to use higher order language learning skills to complete tasks. Consequently, the researchers hypothesised that students may have negative perceptions regarding the adoption of RPs as the assessment method in the course due to unfamiliarity in the Japanese educational context. However, survey results demonstrated that not only were overall student perceptions significantly positive towards the student-centred, constructivist course model, but that students also favored the RP assessment method over more traditional and familiar forms of assessment, felt both reading and writing skills had improved through the course and moreover, that content knowledge had also been gained. Regarding future curricular and course design, the researchers believe the reading course could be modified to accommodate more teacher-student and student-student collaboration by using student-produced RPs as a springboard for discussion, speaking or presentation skills components-the inclusion of which is supported by the secondary theoretical research presented in the literature review.
This study investigated the adoption of Research Portfolios (RPs) as the main assessment tool for a topic-based reading skills course at the sophomore level at Showa Women's University, Department of English Communication. Primary data was collected via an online bilingual student survey to determine student perceptions of the project-based, active learning method of assessment, the Research Portfolio. RPs differ from traditional methods of assessing language learners' reading skills such as multiple-choice testing in that they require the learner to use higher order language learning skills to complete tasks. Consequently, the researchers hypothesised that students may have negative perceptions regarding the adoption of RPs as the assessment method in the course due to unfamiliarity in the Japanese educational context. However, survey results demonstrated that not only were overall student perceptions significantly positive towards the student-centred, constructivist course model, but that students also favored the RP assessment method over more traditional and familiar forms of assessment, felt both reading and writing skills had improved through the course and moreover, that content knowledge had also been gained. Regarding future curricular and course design, the researchers believe the reading course could be modified to accommodate more teacher-student and student-student collaboration by using student-produced RPs as a springboard for discussion, speaking or presentation skills components-the inclusion of which is supported by the secondary theoretical research presented in the literature review.
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