| Project/Area Number |
24830113
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| Research Category |
Grant-in-Aid for Research Activity Start-up
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| Allocation Type | Single-year Grants |
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| Research Field |
Educaion
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| Research Institution | Kinki University |
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Principal Investigator |
HOSOO Moeko 近畿大学, 教職教育部, 講師 (70633808)
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| Project Period (FY) |
2012-08-31 – 2014-03-31
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| Project Status |
Completed (Fiscal Year 2013)
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| Budget Amount *help |
¥2,600,000 (Direct Cost: ¥2,000,000、Indirect Cost: ¥600,000)
Fiscal Year 2013: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2012: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
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| Keywords | 教育評価 / フランス / 中等教育 / 国際情報交換 / PPO / コンピテンシー / ポートフォリオ / 共通基礎 / 指導と評価の一体化 / 教師 / 形成的評価 |
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| Research Abstract |
I identified the influences of the following theories of evaluation that were practiced in France: "Teaching and assessment methods based on objectives [pedagogie par objectifs]," which was developed in the 1970s and 1980s, and "Competency-based-evaluation," which was practiced in the 1990s and 2000s in the secondary education system.
Action research was conducted to improve the efficiency of the "performance assessment" at an elementary school in Japan by using the outcomes of the above-mentioned theories practiced in France. Performance assessment is a method that aims to cultivate and evaluate students' abilities to solve problems in real-life situations. In this research, I developed an assessment cycle wherein students could improve their problem-solving ability by using the results assessed by teachers and peers.
This research confirmed that this new performance assessment cycle positively affected students' problem-solving abilities.
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