| Budget Amount *help |
¥4,290,000 (Direct Cost: ¥3,300,000、Indirect Cost: ¥990,000)
Fiscal Year 2012: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2011: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2010: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2009: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
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| Research Abstract |
This study investigated instances of the application of performance tasks in the USA and England and conducted collaborative development research with elementary, junior high, and senior high schools in Japan. First, concrete details of students’ ability to think, judge, and express their thoughts and judgments when engaging in performance tasks were clarified. Second, teaching methods were developed for performance tasks. For this purpose, methods to develop students’ logical thinking ability as well as to integrate the ideas of “Understanding by Design,” proposed by G. Wiggins and J. McTighe, and “differentiated instruction,” advocated by A. Tomlinson, were examined. Third, a clear picture of curriculum management, which enables teachers to use performance tasks, was provided. It was discussed how long-term teaching plans (“macro design of a curriculum”) could be developed, and ideas for several schools that were making efforts to share common assessment criteria and methods were proposed. Finally, a proposal on how entrance examinations could be reformed using performance tasks was put forth, based on certain ideas used for the GCSE in England.
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