| Project/Area Number |
24730656
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Multi-year Fund |
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| Research Field |
Educaion
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| Research Institution | Wakayama University |
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Principal Investigator |
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| Project Period (FY) |
2012-04-01 – 2015-03-31
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| Project Status |
Completed (Fiscal Year 2014)
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| Budget Amount *help |
¥2,730,000 (Direct Cost: ¥2,100,000、Indirect Cost: ¥630,000)
Fiscal Year 2014: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2013: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2012: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
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| Keywords | 学習のための評価 / 学習の評価 / 形成的評価 / 総括的評価 / 学習としての評価 / ARG / 教育評価の機能 / イギリス / 教育評価 / 学習のための評価論 |
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| Outline of Final Research Achievements |
In this research I consider educational assessment, particularly formative assessment, as developed by ARG members, P.Black, D.William, W.Harlen, and C.Gipps. Their important research shows how Assessment for Learning( AfL) can overcome the problems of ambiguity that had proliferated around the concept of formative assessment since it was first developed in the 1970s. I also consider critiques of Bloom’s idea of formative evaluation and of summative evaluation. This research makes it clear that a new theory of formative assessment and summative assessment has emerged.
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