| Project/Area Number |
14310141
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educaion
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| Research Institution | National Institute for Educational Policy Research |
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Principal Investigator |
TAKAURA Katsuyoshi NIER, Dept.of Elementary and Secondary Education, Director, 初等中等教育研究部, 部長 (40110093)
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| Co-Investigator(Kenkyū-buntansha) |
KAWAI Hisashi NIER, Dept.of Research Planning and Development, Deputy Director, 研究企画開発部, 企画調整官 (30214589)
ARIMOTO Masahiro NIER, Dept.of Elementary and Secondary Education, Researcher, 初等中等教育研究部, 総括研究官 (80193093)
SHIMIZU Katsuhiko Tokyo University of Science, Assistant Professor, 理学部, 助教授 (00192609)
MATSUO Tomoaki NIER, Dept.of Elementary and Secondary Education, Researcher, 初等中等教育研究部, 主任研究官 (80320993)
YAMAMORI Koyo NIERR, Dept.of Elementary and Secondary Education, Researcher, 初等中等教育研究部, 研究員 (60370079)
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| Project Period (FY) |
2002 – 2004
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| Project Status |
Completed (Fiscal Year 2004)
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| Budget Amount *help |
¥13,300,000 (Direct Cost: ¥13,300,000)
Fiscal Year 2004: ¥2,600,000 (Direct Cost: ¥2,600,000)
Fiscal Year 2003: ¥4,900,000 (Direct Cost: ¥4,900,000)
Fiscal Year 2002: ¥5,800,000 (Direct Cost: ¥5,800,000)
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| Keywords | portfolio assessment / the problem-solving evaluation paradigm / unification of teaching and learning / self-evaluation ability / accountability / rubric / 指導要録 / 絶対評価 / 個人内評価 / 評価規準 / 評価基準 |
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| Research Abstract |
The present study inquired to apply portfolio assessment as alternative method to grasp and evaluate students' academic achievement. The theoretical examination and the practical study in classroom setting were carried out.
In the former examination, a new educational evaluation, i.e. the problem-solving evaluation paradigm, was advocated and a model to accomplish these three purposes ; integrating teaching and evaluation systematically, enhancing students' self-regulation for learning, and performing accountability for stakeholders, was developed.
In the latter, more than 30 elementary and lower secondary school participated to the practical research to scrutinize the effect of the model for all school subject, moral education, and extra-curricular activity with developing rubric.
The result of these two phase study suggested that the problem-solving evaluation paradigm is helpful to accomplish the three purposes.
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