A Study on the Strategy Model of Integrated Assessment that fosters Self-Regulated Learning Ability in Science Lesson

2019 Fiscal Year Final Research Report

• Project/Area Number: 17K14027
• Research Category: Grant-in-Aid for Young Scientists (B)
• Allocation Type: Multi-year Fund
• Research Field: Education on school subjects and activities
• Research Institution: Hokkaido University of Education
• Principal Investigator: WATANABE MASAFUMI 北海道教育大学, 教育学部, 准教授 (30758363)
• Project Period (FY): 2017-04-01 – 2020-03-31
• Keywords: 学習評価 / 形成的アセスメント / 自己評価 / 相互評価 / 理科学習

Outline of Final Research Achievements

In this study, I constructed a strategy model and a lesson model for assessment that contribute to the development of self-regulated learning ability. The construction of the strategy model of the assessment was based on the theory of integrated assessment and formative assessment. Based on the constructed strategy model, I planned and practiced a science lesson and analyzed its effectiveness. As a result, it was clarified that the strategies of integrated assessment and formative assessment constructed in this study contribute to the development of self-regulated learning ability.

Free Research Field

理科教育学

Academic Significance and Societal Importance of the Research Achievements

平成29年告示の学習指導要領では，学習評価の充実が求められている。その学習評価の充実について，理科の具体的な事例を示すことができた。評価方略の研究や実践は，これまで教師の評価活動を取り上げたものが主であったが，子どもの評価活動と教師の評価活動の連携について，理論的および事例的に示すことができた。学習評価に基づいた理科授業のデザインの視点を導出することができ，教育現場における実践の積み重ねに寄与すると考えられる。