| Project/Area Number |
10551008
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Section | 展開研究 |
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| Research Field |
教育・社会系心理学
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| Research Institution | The National Center for University Entrance Examinations |
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Principal Investigator |
MAYEKAWA Shirrichi The National Center for University Entrance Examinations, Research Division Professor, 研究開発部, 教授 (70190288)
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| Co-Investigator(Kenkyū-buntansha) |
ARAI Katsuhiro Graduate School of Education, Tohoku Univ. Professor, 教育学部, 教授 (90133610)
KIKUCHI Kenichi The National Center for University Entrance Examinations, Research Division Research Associate, 研究開発部, 助手 (50270426)
HAYASHI Atsuhiro The National Center for University Entrance Examinations, Research Division Associate Professor, 研究開発部, 助教授 (70189637)
MURAKAMI Takashi Graduate School of Education, Nagoya Univ. Professor, 教育学部, 教授 (70093078)
HAEBARA Tomokazu Graduate School of Education, Tokyo Univ. Professor, 教育学部, 教授 (50156246)
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| Project Period (FY) |
1998 – 2000
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| Project Status |
Completed (Fiscal Year 2000)
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| Budget Amount *help |
¥12,900,000 (Direct Cost: ¥12,900,000)
Fiscal Year 2000: ¥3,000,000 (Direct Cost: ¥3,000,000)
Fiscal Year 1999: ¥4,900,000 (Direct Cost: ¥4,900,000)
Fiscal Year 1998: ¥5,000,000 (Direct Cost: ¥5,000,000)
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| Keywords | Standardized Test / Test Scaling / The National Center University Entrance Examination / Joint First Stage University Entrance Examination / Test Equating / 標準化 / 入学者選抜試験 |
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| Research Abstract |
1. Summarized the pattern of subject selection on the basis of "The National University Guidebook. "
2. Under the assumption that some groups' abilities do not change, compared the past means of the National Center Examinations and used the result to equate the test scores.
3. In order to equate the Joint First Stage University Entrance Examinations scores and the National Center Examinations scores, conducted several experiment in which the current students took some of those items. The result was analyzed using both the classical test theory and the item response theory. No particular trend of the adjusted means were found.
4. Conducted a survey using questionnaire on high school students, high school teachers, and college professors and found that most of those felt that some sort of standardization was necessary.
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