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算数科評価論 : 思考力・判断力・表現力等の評価に焦点を当てて (特集 教科評価論)
https://nittaidai.repo.nii.ac.jp/records/1541
https://nittaidai.repo.nii.ac.jp/records/15417d5670f1-0ee6-4fd3-a533-18c31b549386
名前 / ファイル | ライセンス | アクション |
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BGSE-2-2-249-264 (784.0 kB)
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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公開日 | 2019-07-25 | |||||
タイトル | ||||||
言語 | ja | |||||
タイトル | 算数科評価論 : 思考力・判断力・表現力等の評価に焦点を当てて (特集 教科評価論) | |||||
タイトル | ||||||
言語 | en | |||||
タイトル | On educational assessment/evaluation theory in mathematics education : focusing on assessment/evaluation of thinking ability, judgment ability, and expression ability | |||||
言語 | ||||||
言語 | jpn | |||||
キーワード | ||||||
言語 | ja | |||||
主題Scheme | Other | |||||
主題 | 教育評価 | |||||
キーワード | ||||||
言語 | ja | |||||
主題Scheme | Other | |||||
主題 | 真正の問題 | |||||
キーワード | ||||||
言語 | ja | |||||
主題Scheme | Other | |||||
主題 | 思考力・判断力・表現力等の評価 | |||||
キーワード | ||||||
言語 | ja | |||||
主題Scheme | Other | |||||
主題 | 数学的モデリング | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | authentic assessment | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | mathematical thinking ability | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | assessment method approaches | |||||
資源タイプ | ||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
資源タイプ | departmental bulletin paper | |||||
アクセス権 | ||||||
アクセス権 | open access | |||||
アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||
著者 |
島田, 功
× 島田, 功 |
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抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | 本大学院教育学研究科は,自立的実践研究力を有する人材(カリキュラムプラクティスト)の育成を構想している(日本体育大学大学院教育学研究科,2017)。このためには教育評価1)に関する知見も持ち合わせる必要があり,そのため本研究科の「教科評価論」のシラバスには,授業の到達目標として「各教科において評価の目的や方法を構想し,構想した計画を授業実践で検証すること」を挙げ,そのための授業の概要として①「代表的な評価方法を収集する」,②「それらの評価方法の工夫を分析する」,③「新しく構想した評価方法を授業で検証する」を扱うことにしている。更に,④「評価の目的を分析し,併せて評価の機能,対象,主体性など評価に関わる多様な側面について考察する」を挙げる。④は,授業目標とも関連し,①から③を考察する上での基盤を成す。 そこで本稿では,「教科評価論」のシラバスについて算数科教育の視点から考察した結果,ⅰ)島田(1977)の「オープンエンドな問題」を用いた評価研究,ⅱ)松下(2016)による「パフォーマンス課題」による評価研究,ⅲ)文部科学省(2007)が取り組んだ「全国学力・学習状況調査B問題」の実態調査とその評価研究を収集し,それらの評価研究の工夫を析出できた。更には,評価方法の授業による検証では,島田(2017a)やShimada & Baba(2016)が考えた「社会的オープンエンドな問題」を取り上げた。 |
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言語 | ja | |||||
抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | The educational assessment/evaluation theory syllabus in this Graduate School of Education contains the following three content areas: first, to gather representative assessment methods; second, to analyze the ingenuity of those assessment methods; and third, to verify newly conceived assessment methods in classes. Therefore, in this paper, in order to respond to this syllabus, I will study four topics: firstly, what assessment/evaluation is; secondly, what an "authentic assessment" is; thirdly, how we can evaluate thinking ability, judgment ability, and expressive ability; and fourthly, the syllabus of the three content areas of educational assessment/evaluation theory from the perspective of mathematics education. The results indicate that educational assessment/evaluation involves ascertaining the actual condition of students, improving teacher guidance, preparing plans for future guidance, and increasing students’ self-assessment ability and students’ motivation to learn. "Authentic assessment" involves evaluating the ability of students to solve problems when they are assigned an "authentic problem." To investigate students' thinking ability, we investigate how students think when they solve authentic problems in mathematics. Regarding the first area of the syllabus, the following three examples were collected: assessment research using "open-ended problems" by Shimada (1977); assessment research using "performance problems" by Matsushita (2016); and assessment research using "B-type problems of national academic ability research" by the Ministry of Education (2007). Regarding the second area of the syllabus, in the three selected examples above, I clarified the idea of the following assessment methods: diversity included in the problem, formative assessment method, diagnostic assessment method, assessment method using a rubric, and making standards for analyzing descriptions. Regarding the third area of the syllabus, I will introduce assessment research (Shimada, 2017a;Shimada & Baba, 2016) as a new assessment method. | |||||
言語 | en | |||||
書誌情報 |
ja : 日本体育大学大学院教育学研究科紀要 en : Bulletin of the Graduate School of Education, Nippon Sport Science University 巻 2, 号 2, p. 249-264, 発行日 2019-03-31 |
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ISSN | ||||||
収録物識別子タイプ | EISSN | |||||
収録物識別子 | 2433-8656 | |||||
出版タイプ | ||||||
出版タイプ | VoR | |||||
出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
日本十進分類法 | ||||||
主題Scheme | NDC | |||||
主題 | 371.7 | |||||
日本十進分類法 | ||||||
主題Scheme | NDC | |||||
主題 | 375.41 | |||||
国立国会図書館件名標目 | ||||||
言語 | ja | |||||
主題Scheme | NDLSH | |||||
主題URI | https://id.ndl.go.jp/auth/ndlsh/00570187 | |||||
主題 | 算数科 | |||||
出版者 | ||||||
言語 | ja | |||||
出版者 | 日本体育大学大学院教育学研究科 | |||||
原稿種別 | ||||||
内容記述タイプ | Other | |||||
内容記述 | 特集論文 | |||||
言語 | ja |