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国語読解テストにおける設問文中の単語の難しさが能力評価に及ぼす影響 : 具体例を回答させる設問の検討
https://doi.org/10.18999/nupsych.58.105
https://doi.org/10.18999/nupsych.58.105ac8f5c06-edaf-4670-868b-e40a868b63a7
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
03_Yasunaga.pdf (377.9 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2012-03-26 | |||||
| タイトル | ||||||
| タイトル | 国語読解テストにおける設問文中の単語の難しさが能力評価に及ぼす影響 : 具体例を回答させる設問の検討 | |||||
| 言語 | ja | |||||
| その他のタイトル | ||||||
| その他のタイトル | The effects of difficulty of item wording on a Japanese language reading test : Open-ended questions requiring writing concrete examples | |||||
| 言語 | en | |||||
| 著者 |
安永, 和央
× 安永, 和央× 石井, 秀宗× YASUNAGA, Kazuhiro× ISHII, Hidetoki |
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| アクセス権 | ||||||
| アクセス権 | open access | |||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | Japanese language reading test | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | item analysis | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | item difficulty | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | item discrimination | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | the difficulty of item wording | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | The purpose of this study was to examine if the difficulty of item wording on a Japanese language reading test affects item difficulty and item discrimination. We altered the difficulty of item wording in open-ended questions that required writing concrete examples. Junior high school students in South Korea (N = 232) were administered a translated version of the Gunma Prefecture Achievement Test (GPAT), for the purpose of comparison with the 2006 GPAT data gathered in Japan. Item analysis was used in this study. We examined the specific effects of using the more difficult expression of “the expanse of man’s external physical performance” (condition O) versus the simpler “the expanding of man’s external physical performance” (condition N) had any effects on responses. Students in Japanese junior high school (N = 703) were assigned to one of condition O or N. It became obvious that difficulty and discrimination did not vary across the two conditions. It was suggested that it is not so much the difficulty of item wording, but the existence or non-existence of concrete examples in original text that affects item difficult. | |||||
| 言語 | en | |||||
| 出版者 | ||||||
| 出版者 | 名古屋大学大学院教育発達科学研究科 | |||||
| 言語 | ja | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| 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 | |||||
| 出版タイプ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
| ID登録 | ||||||
| ID登録 | 10.18999/nupsych.58.105 | |||||
| ID登録タイプ | JaLC | |||||
| ISSN（print） | ||||||
| 収録物識別子タイプ | PISSN | |||||
| 収録物識別子 | 1346-1729 | |||||
| ISSN（Online） | ||||||
| 収録物識別子タイプ | EISSN | |||||
| 収録物識別子 | 2434-1258 | |||||
| 書誌情報 |
ja : 名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 巻 58, p. 105-112, 発行日 2012-01-18 |
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| 著者版フラグ | ||||||
| 値 | publisher | |||||
