「読むこと」の学力評価に関する基礎的検討 : Michael Pressley & Peter Afflerbach(1995) Verbal Protocols of Readingを中心に

The Consideration about The Assessment of Reading : With a focus on Michael Pressley & Peter Afflerbach(1995) Verbal Protocols of Reading

高瀬 裕人

広島大学大学院教育学研究科紀要. 第二部, 文化教育開発関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and science education

In this report,Michael Pressley and Peter Afflerbach(1995) Verbal Protocols of Reading was considered as a fundamental work of the assessment of reading. Pressley and Afflerbach constructed a summary of conscious processes during skilled reading. And they used it to suggest that skilled reading is constructively responsive. They emphasized the importance of much experience which students actually attempt to comprehend and learn from text, selecting and carrying up text processing before the repertoire of responses that skilled reads use becomes habitual. Hence, we must assess the student's ability of selecting and carry up text processing. I pointed out that if we attempted to assess the ability, the summary of conscious processes and a thumbnail sketch of constructively responsive reading constructed by Pressley and Afflerbach would be useful because it will clear up which the student selected and carried up text processing and whether he or she can do so well. And, I concluded that it was important to conduct the valid assessment of reading with use of the summary of conscious pro-cessing and the thumbnail sketch of constructively responsive reading.

Assessment

text processing

Constructively Responsive Reading

学力評価

テクスト処理

構成的に反応する読み

教育 [ 370 ]

日本語

広島大学大学院教育学研究科

[ISSN] 1346-5554

[NCID] AA11618725