2019 Fiscal Year Final Research Report
Construction of the Theory on Educative Assessment to Enhance the Effects of Collaborative Learning
Project/Area Number |
19K20983
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Project/Area Number (Other) |
18H05791 (2018)
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Research Category |
Grant-in-Aid for Research Activity Start-up
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Allocation Type | Multi-year Fund (2019) Single-year Grants (2018) |
Review Section |
:Education and related fields
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Research Institution | Morioka College |
Principal Investigator |
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Project Period (FY) |
2018-08-24 – 2020-03-31
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Keywords | 教育評価 / 協同学習 / 協働学習 / 協調学習 / 学習評価 / グループ認知 / パフォーマンス評価 |
Outline of Final Research Achievements |
The following four points have been suggested for the assessment of cooperative or collaborative learning. First, it is necessary to clarify what collaboration in the educational practice means and for what purpose it is. Second, collaborativeness should not be viewed as a general and generic ability, since it is demonstrated in a situation-dependent manner. Third, collaborativeness is not necessarily an outcome of teacher’s instruction, and under the philosophy of educative evaluation, to assess it is not appropriate. Fourth, integrated with students’ ability to think, make judgements, and express themselves, collaborativeness should be assessed within the context of a performance task that requires outcomes that cannot be produced without quality collaboration.
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Free Research Field |
教育方法学
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Academic Significance and Societal Importance of the Research Achievements |
2017年・2018年改訂学習指導要領が実施に移される中で、「主体的・対話的で深い学び」として、グループ学習や学習者同士の学び合いが広く実践されてきている。その中で、協働で行われる学習とその成果を評価するという、妥当性や公平性の点で複雑かつ困難な課題が学校現場に投げかけられている。本研究の成果は、そうした難題に向けて、協働的な学習に関する歴史的・理論的な知見をもとに解決策を示唆するものである。また同時に、従来個人の学習に焦点化してきた教育評価論と、教育評価の問題をあまり取り上げてこなかった協働的な学習の研究とを架橋し、両者の射程を広げるという学術的意義を有している。
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