ポートフォリオ評価法 : 実践的方法の開発とその実際

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The purpose of this paper is to make the effectiveness and improvements of the appreciation method of pupils' learning with their Portfolios clear. The Portfolio means a flat case for keeping loose papers, document, drawings, etc., which are pupils' productions in school hours. It doesn't show only the results of their learning, but also the teachers' appreciation of pupils' learning and the thinking process through the conversation between teachers and pupils, or among pupils. The teachers can change their existing approaches to evaluation and their own view of evaluation with it, because it brings about many changes in the relations between teachers and pupils. One of the most important ones is that teachers abandon their own superiorities to their pupils and reflect their own past teaching, lest they should impose their politics on their pupils in the evaluation of their learning. The examination of the conversation for the method depends on some correlative characteristics, the controlling, teaching, supporting, acceptive, waiting, etc. In according with them with pupils' productions the team-teachers reflect their own past teaching processes, especially the contents of their conversation in school hours. The definition of the ordinary correlative characteristics need to be developped the more exhaustively. If it succeeds, the team-teachers will grasp their pupils' individual possibilities and they will be able to call the actions the appreciation, not the evaluation.
日本教育方法学会の論文
1998-03-31

ポートフォリオ評価法 : 実践的方法の開発とその実際

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