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このアイテムのファイル:
ファイル | 記述 | サイズ | フォーマット | |
---|---|---|---|---|
JACUE39(2)_48.pdf | 1.25 MB | Adobe PDF | 見る/開く |
タイトル: | 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 - |
その他のタイトル: | 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 |
著者: | 斎藤, 有吾 ![]() 小野, 和宏 ![]() 松下, 佳代 ![]() ![]() ![]() |
著者名の別形: | Saito, Yugo Ono, Kazuhiro Matsushita, Kayo |
キーワード: | PBL 改良版トリプルジャンプ ルーブリック 自己評価 直接評価 振り返り |
発行日: | Nov-2017 |
出版者: | 大学教育学会 |
誌名: | 大学教育学会誌 |
巻: | 39 |
号: | 2 |
開始ページ: | 48 |
終了ページ: | 57 |
抄録: | 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. |
著作権等: | 発行元の許可を得て掲載しています。 |
URI: | http://hdl.handle.net/2433/243350 |
出現コレクション: | 学術雑誌掲載論文等 |
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