ジョディ キャンベル   Jodie William CAMPBELL
  ジョディ・キャンベル
   所属   京都外国語大学  外国語学部 英米語学科
   職種   講師
発表テーマ Third World Congress on Extensive Reading: Extensive Reading, an Oasis for Learning. Dubai, United Arab Emirates (2015).
学会区分 国際学会
発表形式 口頭(一般)
単独共同区分 共同
発表者・共同発表者 Weatherford, Y., & Campbell, J.
概要 An Evaluation of Progress Measurement Options for Extensive Reading Programs”.In any Extensive Reading (ER) program, one of the most important factors in assessing and evaluating students is how many books the students have read. Thus, it is important to keep a record of the total number of books or the total number of words students have read, as well as the level of those books. It is also important to remember that there is nothing in the ER literature that says teachers cannot keep records of their students’ ER or give them grades based on their ER. However, assessing and evaluating student progress in an ER program can be challenging, as every student has a particular preference for how they wish to be assessed. This paper, a continuation of two previous studies (Campbell & Weatherford, 2013; Weatherford & Campbell, 2015), is based on surveys of first- and second-year Japanese university English majors who were asked which assessment and evaluation method they preferred in their ER—book reports or the M-Reader online quiz system (a free online graded reader assessment system that checks whether students have read their books). This paper will start with a brief discussion of assessment in ER. Then it will discuss some arguments to consider concerning assessment and evaluation of students’ ER and examine some current and typical assessment and evaluation methods for ER. The survey results will then be discussed, showing an overwhelming preference for M-Reader. Finally, an analysis of the students’ reasons for choosing M-Reader as their preferred method of assessment will be provided.