「学力」という問い : 学力と評価の戦後史からの応答(<特集>公教育とリテラシー)

概要

論文の詳細を見る
In 1999, scholars from diverse fields began a controversy over the decline of national standards of academic achievements. In order to determine whether the decline is really occurring, we first need to look into the nature of academic achievements. This paper intends to examine the changing definitions of academic achievements during the postwar period. Through this paper, three points are made. First, Katsuta Shuichi made important suggestions in 1962. He viewed academic achievements as being comprised of educational objectives and assessment. Second, through the Basic Academic Achievements Controversy, "educational objectives" came to be seen as possessing two dimensions: contents (i.e. the objective aspect) and abilities (i.e. the subjective aspect) . Academic achievements and educational objectives came to be recognized to be synonymous. The researches on the models of academic achievements have been conducted to clarify the structure of the abilities called academic achievements. The most well-known models are the one developed by Hirooka Ryozo and the one created by Nakauchi Toshio. Nakauchi's model is a reversed version of Hirooka's. After their arguments, those themes have been identified: how to broaden the definitions of academic achievements so that their structures become more dynamic, and who should set the educational objectives. Third, now that relative assessment is abolished and criterion-referenced assessment is introduced, academic achievements have started to be conceptualized, being based on the relationships between objectives and assessment. Because children's participation in assessment is essential, criterion-referenced assessment must be unified with intra-individual assessment. Thus, the development of rubrics is urgently needed in portfolio assessment.
日本教育学会の論文
2003-12-30

著者

田中耕治
京都大学

「学力」という問い : 学力と評価の戦後史からの応答(<特集>公教育とリテラシー)

スポンサーリンク

概要

著者

関連論文

スポンサーリンク