大学教育の総合評価 : その1 大学における学校評価と国際基督教大学のための試案

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Although campus disputes started due to various reasons, all of them display some sort of inadequacy in our effort to democratize our post-war higher education. Today, at the time of rapid social change and revolutional reshapings in education, scientific evaluation of educational activities in the present and the past is vitally essential for anyone who is concerned with the revision of his educational, pursuit. As all other creative works, education requires the processes of goal setting (planning), the selection of methods (execution), and the assessment and reconsideration of outcomes (evaluation). And through this last step of evaluation one orients his oneself towards the next plan. Without a fair evaluation, many superficial remoldings are possible, but no true progress. This thesis therefore tries to reveal the significance of comprehensive educational assessment for various activities at college level, with a notion to point out some difficulties which have held back this movement in the past. Consequently, it proposes a new organ (the committee for institutional study or comprehensive evaluation) in the university administration which should consist of representatives from all inter-, intra-and extra-mural members of the campus society to assess all segments of university activities. School administrators, faculty, staff, students, and alumni as members of the university should carry out self-evaluations as well as mutual assessments about all aspects of their school activities. At the same time, some kind of channel should be widely opened to reflect the evaluation coming from extramural. members, such as applicants and teachers in the secondary schools, parents, educational experts and authorities, accreditation societies and other professional organizations, employers, of our graduates, and society in general. Maximum utilization of any information which could reveal the reality of actual school activities should be considered and taken into the assessment battery. It might include class room achievements, extracurricular activities, curriculum making, administrative affairs, financial affairs, guidance programs, researches and social services. As far as students are concerned,. their records of personality and social attitudes as well as their academic performances and aptitudes are very valuable data for the evaluation. However, individual privacy should be guarded and all information must be kept secret. In order to apply the above program to ICU, goals or educational objectives of the Liberal Arts College should be defined at least operationally clearly enough to let all participants in this comprehensive evaluation pass their judgement upon the objective scales of same meanings. Finally, the authors wish that this university-wide project for the comprehensive assessment will never give vise to any suspicion among the participants, but that it will clarify our freedom and individual responsibility on campus and will promote a sense of mutual understanding and cooperation in our educational mission.
国際基督教大学の論文

大学教育の総合評価 : その1 大学における学校評価と国際基督教大学のための試案

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