New Framework of Evaluation Overcoming a Paradoxical Result of Grading
Project/Area Number |
19730497
|
Research Category |
Grant-in-Aid for Young Scientists (B)
|
Allocation Type | Single-year Grants |
Research Field |
Educaion
|
Research Institution | Keio University |
Principal Investigator |
FUJIMOTO Kazuhisa Keio University, 教職課程センター, 准教授 (10338220)
|
Project Period (FY) |
2007 – 2010
|
Project Status |
Completed (Fiscal Year 2010)
|
Budget Amount *help |
¥4,030,000 (Direct Cost: ¥3,400,000、Indirect Cost: ¥630,000)
Fiscal Year 2010: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2009: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2008: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2007: ¥1,300,000 (Direct Cost: ¥1,300,000)
|
Keywords | 評定 / 教育評価 / 授業研究 / 教科観 / 評価観 / みとり / アクション・リサーチ / かくれたカリキュラム / 発達懇談会 / 当事者性 / 教科イメージ形成 / 教科問相対的価値付け / 潜在的カリキュラム / フランス / 教師の権力性 / フランス:スウェーデン:オーストラリア / フレネ教育法 |
Research Abstract |
Learners who touch systems of grading are shaping their own image of each subject, which is influenced by the form of examination. Teachers should overcome the way of regarding visible things like written tests as evaluation, should grasp pedagogical moments in the process and change the relationship among learners and subjects with dynamism. That must be the nature of evaluation. I also found that the belief and actual action of evaluation is discussed and shared in meetings of lesson study.
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Report
(6 results)
Research Products
(14 results)