A Consideration of Methods for MeasuringChildhood Writing Skills in Japan

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  • 日本における児童・生徒の書く力の測定方法についての考察
  • 日本における児童・生徒の書く力の測定方法についての考察 : 全国学力・学習状況調査と全米学力調査の比較から
  • ニホン ニ オケル ジドウ ・ セイト ノ カク チカラ ノ ソクテイ ホウホウ ニ ツイテ ノ コウサツ : ゼンコク ガクリョク ・ ガクシュウ ジョウキョウ チョウサ ト ゼンベイ ガクリョク チョウサ ノ ヒカク カラ
  • A Comparisonof the Nationwide Achievement Assessments onJapanese language and the National Assessmentof Educational Progress (NAEP) on Writing.
  • －－全国学力･学習状況調査と全米学力調査の比較から－－

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Abstract

 The purpose of this paper is to identify the issues regarding the measurement of childhood writing skills in Japan. For this end, this article provides an overview of the Nationwide Achievement Assessments on Japanese language and the National Assessment of Educational Progress (NAEP) on Writing in US. We analyzed descriptive short answer questions in Japanese language subject of the Nationwide Achievement Assessments and revealed that the majority of the questions measured reading comprehension skills, not writing skills. The NAEP, on the other hand, has independent Writing subject to measure writing skills. The Writing subject includes many questions that require students to write their own thoughts and stories. From the perspective of the Simple View of Writing (Berninger & Swanson, 1994; Juel, Griffith & Gough, 1986) which is a popular theory on the components of writing, writing performance is multiplication of ideation and transcription skills. The NAEP captures both skills, whereas the Nationwide Achievement Assessments measure only the transcription skill. Thus, the NAEP is considered to be more appropriate assessment to measure writing skills. This paper concludes that in order to understand writing ability in childhood in Japan, it is necessary to add questions adopted by the NAEP separately from the reading comprehension measurement, and to set criteria to evaluate writing skills in the perspective of achievement levels.

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