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 -

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.