@article{oai:nittaidai.repo.nii.ac.jp:00001541,
 author = {島田, 功 and Shimada, Isao},
 issue = {2},
 journal = {日本体育大学大学院教育学研究科紀要, Bulletin of the Graduate School of Education, Nippon Sport Science University},
 month = {Mar},
 note = {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。, 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., 特集論文},
 pages = {249--264},
 title = {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)},
 volume = {2},
 year = {2019},
 yomi = {シマダ, イサオ}
}