Development of Formative Assessment Strategies and Learning Materials to Enhance Non-Cognitive Skills in Junior High School Technology Education

2024 Fiscal Year Final Research Report

• Project/Area Number: 22K02672
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 09040:Education on school subjects and primary/secondary education-related
• Research Institution: Kagoshima University (2024); Daiichi Institute of Technology (2022-2023)
• Principal Investigator: Kuramoto Kenichi 鹿児島大学, 総合教育機構教師教育開発センター, 助教 (20908107)
• Co-Investigator(Kenkyū-buntansha): 木村 彰孝 広島大学, 人間社会科学研究科(教), 准教授 (50508348)
• Project Period (FY): 2022-04-01 – 2025-03-31
• Keywords: GRIT / 形成的アセスメント / 非認知能力 / 技術科教育 / 省察

Outline of Final Research Achievements

This study examined, both theoretically and empirically, how formative assessment in lower secondary technology education influences the development of GRIT (perseverance and passion for long-term goals). Focusing on materials processing and information technology, the research analyzed the effects of reflection timing on passion and perseverance using both quantitative (paired t-test with 14 students) and qualitative (content analysis of growth experience descriptions) methods. Results suggest that immediate post-activity reflection enhances passion, and that overcoming difficulties combined with reflection may foster non-cognitive skills. However, limitations include the small sample size and lack of long-term effect verification. Future research should involve larger randomized controlled trials and longitudinal studies.

Free Research Field

技術科教育　教育工学

Academic Significance and Societal Importance of the Research Achievements

本研究では、中学校技術科の授業で「振り返り」を取り入れた評価方法（形成的評価）が、生徒の「やり抜く力」（GRIT：目標に向かって粘り強く取り組む力）を高める効果を明らかにした。特に、授業直後に成果物をもとに振り返ることで、挑戦への情熱や粘り強さが育まれる傾向が見られた。これにより、生徒が困難を乗り越える力を伸ばす具体的な授業づくりに役立つ知見を提供し、教育現場や政策への応用が期待される。