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高等教育ジャーナル = Journal of Higher Education and Lifelong Learning >
第29号 >

自己報告に基づく学習成果の間接評価における妥当性の検証 : 英語系学科所属学生の英語運用能力に関する事例から

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Title: 自己報告に基づく学習成果の間接評価における妥当性の検証 : 英語系学科所属学生の英語運用能力に関する事例から
Other Titles: Validity of Indirect Assessment of Learning Outcomes Based on Self-Reports : A Case Study of English Language Proficiency in an English Language Department
Authors: 浅賀, 圭祐1 Browse this author
松本, 博文2 Browse this author
日䑓, 滋之3 Browse this author
Authors(alt): Asaka, Keisuke1
Matsumoto, Hirobumi2
Hidai, Shigeyuki3
Issue Date: Mar-2022
Publisher: 北海道大学高等教育推進機構高等教育研究部
Journal Title: 高等教育ジャーナル : 高等教育と生涯学習
Journal Title(alt): Journal of higher education and lifelong learning
Volume: 29
Start Page: 69
End Page: 79
Abstract: In this study, we investigated the validity of indirect assessments of English language proficiency in an English language department by considering consistency between student self-reports and IELTS scores. The former data were obtained from a survey of freshmen conducted by the Institutional Research Consortium of Japanese Universities. Regarding English language proficiency, we focused on five categories—Listening, Reading, Spoken Interaction, Spoken Production and Writing. The consistency was evaluated by the bias in student self-reports by comparison with converted values of the IELTS scores in terms of the Common European Framework of Reference for Languages (CEFR), as well as by correlation. As a result, all five correlations were found to be statistically significant (medium correlation for all categories except Writing). Furthermore, it was shown that receptive and productive skills had almost no bias and non-negligible bias, respectively. In conclusion, this study partially supported the validity of indirect assessment of learning-outcomes based on self-reports.
Type: bulletin (article)
Appears in Collections:高等教育ジャーナル = Journal of Higher Education and Lifelong Learning > 第29号

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