学生の自律的なパフォーマンス改善を促す学生主体の評価活動 --初学者対象の大学授業にどのように取り入れるか--

Abstract

本稿では、近年注目されている、学生の自律的なパフォーマンス改善を促すための学生主体の評価活動について、初学者を対象とする大学の授業にどのように取り入れることが適切か検討した。まず、Tai et al.(2018)の列挙する5つの教育実践のうち、学生主体の評価活動に該当するものを特定した結果、(A)自己評価、(B)ピアレビュー、(C)評価練習の3つとなった。この3つの評価活動の定義および利点・課題を先行研究に基づき整理した上で、3つを組み合わせて授業に取り入れることで、それぞれの課題を補い合うためにそれぞれの利点が活用できる可能性について検討した。これに該当する実践を報告している研究から、授業科目全体の実施手順を抽出し、授業設計の参考となるより具体的な示唆を得ることを目指した。

This paper examines how university instructors who teach beginning students should incorporate student-centered assessment activities into their classes to encourage students to improve their performance autonomously. First, student-centered assessment activities were identified among the five educational practices enumerated by Tai et al. (2018): (A) self-assessment, (B) peer review, and (C) assessment exercises using exemplars. The definitions, benefits, and shortcomings of each assessment activity were identified based on previous research. It was considered that the benefits of (C) could be used to make up for the shortcomings of (B), the benefits of (A) could be used to make up for the shortcomings of (C), and the benefits of (B) could be used to make up for the shortcomings of (A). Therefore, it is suggested that teachers should implement all three assessment activities in their classes for beginning students. The process of the entire course, including the three assessment activities, is discussed to provide useful suggestions for course design.