2004 Fiscal Year Final Research Report Summary
The empirical research of authentic assessment to probe children's understanding in science classes
| Project/Area Number |
14580181
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Science education
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| Research Institution | Saitama University |
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Principal Investigator |
KATAHIRA Katsuhiro Saitama Univ., Department of Education, Associate Professor, 教育学部, 助教授 (70214327)
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| Co-Investigator(Kenkyū-buntansha) |
SHIMIZU Makoto Saitama Univ., Department of Education, Professor, 教育学部, 教授 (30292634)
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| Project Period (FY) |
2002 – 2004
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| Keywords | Authentic Assessment / Research of learners' comprehension / Science Education / Research of Assessment / Clinical Research |
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| Research Abstract |
This research is an attempt to clarify authentic assessment clinically on the basis of the actual situation of science classes. Authentic assessment is a process where students not only complete desired behaviors, but accomplish them in a real-life context. It presents tasks that are worthwhile, significant, and meaningful-that is to say, authentic. Authentic assessment constitutes more than development of test ; it depends on reliable classroom teaching practice and various authentic assessment tools to evaluate students learning. Authentic assessment must be consistent with the principles of effective instruction, learning and motivation.
We recognize authentic task involves following 6 aspects(G.Wiggins,1998). (1)It is realistic. (2)It requires judgment and innovation. (3)It asks the students to do the subject. (4)It replicates or simulates the context in which adults are tested in the workplace, in the civic life, and in personal life. (5)It assesses the student's ability to efficiently and effectively use a repertoire of knowledge and skill to negotiate a complex task. (6)It allows appropriate opportunities to rehearse, practice, consult resources, and get feedback on and refine performances and products.
Genuine answers to these authentic tasks will generate daily classroom teaching practices and student evaluation that drives instruction and learning.
We must recognize that authentic assessment requires that much greater attention be paid to the criteria to be used in the assessment. Also, authentic assessment can promotes self-assessment because it plays a much greater role than in traditional testing.
Finally, from a clinical standpoint of teaching, the ways of feedback using the results of authentic assessment are open questions.
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