学習成果発表に向けて学習者による「調整」

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評価の重要な目的の一つは、学習者が学習を振り返り、学習方法や学習態度の改善を図ることである。そのためには、学習者自身の意欲の高まりが必要不可欠である。　本研究の仮説の第一は、学習成果の発表を取り入れる学習は、学習への意欲的な取り組みを促進する。第二は、観点別の学習到達状況を学習前に示すことが、自己評価・相互評価を行いやすくする。第三は、評価を意識させることで、学習者自身が改善・調整を行うことである。結果、学習意欲・態度は、積極的な情報収集・活用、発表のための資料作成や周到な準備に結びつき、班における友人との協働、分担、発表のための工夫など、学習への意欲的な取り組みを深めていることが明らかになった。生徒は学習の進展や成果を記録する自己評価と相互評価を重ね合わせ、学習を振り返り、調整を行った。The first hypothesis of this research is that the presentation of a learning outcome promotes the students to be highly motivated to learn. Second, it is easy for the students to do self-and peer-evalution, when they know their current learning achievement with rubrics before they learn. Third, if they are conscious of evaluation, they perform improvement and adjustment their learning. According to the results analyzed from an evaluation result, it learning motivation and attitude encouraged the students to collect and utilize the data actively, make materials, and prepare for the presentation thoroughly as well as further motivated them to make a device to make a device to collaborate with their peers in a group, assign each role, and prepare for the presentation. Greediness for learning and an attitude were connected with the data creation and the preparation for positive information gathering and practical use, and the presentation, and it became clear to have deepened further the measure highly motivated for work, such as a device for collaboration with the friend in a group, an assignment, and an announcement. In addition, students reflected their effort at learning and adjust it after reviewing self-evaluation in which learning progress and achievement are recorded as well as peer-evaluation from their classmates.
2008-03-31

著者

峯明秀
大阪教育大学

学習成果発表に向けて学習者による「調整」

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