Access count of this item: 24

Files in This Item:
File Description SizeFormat 
JACUE39(2)_48.pdf1.25 MBAdobe PDFView/Open
Title: ルーブリックを活用した学生と教員の評価のズレに関する学生の振り返りの分析 - PBLのパフォーマンス評価における学生の自己評価の変容に焦点を当てて -
Other Titles: Analysis of Studentsʼ Reflections on the Differences between Student Self-Assessment and Teacher Assessment through the Use of a Rubric: Focus on Student Self-Assessment Change in PBL Performance Assessment
Authors: 斎藤, 有吾  KAKEN_name
小野, 和宏  KAKEN_name
松下, 佳代  KAKEN_name
Author's alias: Saito, Yugo
Ono, Kazuhiro
Matsushita, Kayo
Keywords: PBL
Issue Date: Nov-2017
Publisher: 大学教育学会
Journal title: 大学教育学会誌
Volume: 39
Issue: 2
Start page: 48
End page: 57
Abstract: A current debate surrounding educational reform focuses on self-assessment abilities. In this research, during the performance assessment of problem-solving abilities, students were asked to assess themselves. We then attempted to promote students' reflection on the reasons behind the differences between self- and teacher assessment. Using both quantitative and qualitative data, we examined how reflection affected students' self-assessment. The results indicated that students increased their awareness of the meaning of the rubric descriptors and what was required by the tasks. Finally, we discovered that students were likely to determine their own weaknesses based on the differences from the teacher assessment and create an in-depth reflection that leads to further learning. This type of "assessment as learning" could also indicate a promising direction for utilizing rubrics in students' learning.
Rights: 発行元の許可を得て掲載しています。
Appears in Collections:Journal Articles

Show full item record

Export to RefWorks

Export Format: 

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.