A Proposal of a Framework for Assessing Elementary Student’s Conversations with Consideration of Data from a Research-based Questionnaire Investigation

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  • 小学生の話し合う力をどう見取るか
  • 小学生の話し合う力をどう見取るか : 発達研究に依拠した実態調査を手がかりに
  • ショウガクセイ ノ ハナシアウ チカラ オ ドウ ミトル カ : ハッタツ ケンキュウ ニ イキョ シタ ジッタイ チョウサ オ テガカリ ニ
  • 発達研究に依拠した実態調査を手がかりに

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The purpose of this paper is to propose a framework for assessing conversational abilities in a small group discussion using a questionnaire survey based on a hypothesized model. To achieve this purpose, I conducted a survey with teachers at 20 elementary schools, asking about their students’ communicative abilities. As a result of the investigation, three factors for assessing students’ conversational abilities emerged: self-expression, understanding others, and meta-cognition. The importance of the meta-cognition factor for conversational abilities was discovered with pupils with higher meta-cognition showing higher levels of self-expression and understanding others. This tendency emerged in both students in lower and upper grades. Answers to the open-ended question indicated that 65.3 percent of teachers surveyed think items in the questionnaire would be useful to assess how each student develops conversational abilities.

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