<実践報告>パフォーマンス評価を活かした高大接続のための入試--京都大学教育学部における特色入試の取り組み--

Abstract

京都大学では、「高大接続」を追求して、平成28 年度入試から特色入試(学力型AO 入試)を導入した。その背景には、文部科学省が推進する大学入試改革があった。教育学部の特色入試の特徴は、パフォーマンス評価を活用している点にある。具体的には、ポートフォリオを添付する「学びの報告書」、将来の計画や見通しを示した「学びの設計書」、与えられた複数の資料を活かして論考する「課題」、ならびに「口頭試問」などを組み合わせた選考方法を用いた。平成28 年度入試に関して検証したところ、教育学部の特色入試は、従来の一般入試では評価していなかった種類の高校における学習成果を評価対象とする点で、高大接続のための意義が認められた。特に、ポートフォリオを用いて幅広い学習成果を評価したことや独自の「課題」を考案したことが特長的である。その効果については、合格者への聞き取り調査や1 回生向け科目「教育研究入門 Ⅰ」においても確認された。

From 2016 onwards Kyoto University have utilized a unique entrance examination––a type of admission office (AO) entrance examination––in order to facilitate the "articulation between high school and university." The introduction of this new entrance examination was prompted by university entrance examination reforms introduced by the Ministry of Education, Culture, Sports, Science and Technology (MEXT). The Faculty of Education at Kyoto University designed its own entrance examination, its distinctive characteristic being the use of performance assessment. Specifically, it uses a selection method that combines the four following elements: a "learning outcome report" and attached portfolio; a "learning design report" outlining the student's plans and prospects regarding their future studies and career; an oral examination; and performance tasks, based on several documents provided, to measure reading, critical thinking, and problem-solving abilities. This study confirms that this unique entrance examination used in 2016 at the Faculty of Education has a significant impact on facilitating the articulation between high school and university. The examination successfully targets and assesses different learning outcomes of high school education from those who were assessed in the previous general entrance examinations. Particular strengths of the unique examination included the assessment of broad learning outcomes, by evaluating portfolios, and the development of unique performance tasks. The positive effects of these changes were also revealed in interviews with successful candidates, and in a follow-up survey conducted during the first-year course "Introduction to Educational Studies I."