プログラムレベルと科目レベルの評価をつなぐ --PEPAの理論と課題--

Abstract

Pivotal Embedded Performance Assessment (PEPA) is one promising approach for the learning systems paradigm our project pursues. The purpose of this paper is to focus on PEPA from the viewpoint of combining course- and program-level outcomes assessments and to clarify its underlying ideas and challenges. Generally, program-level assessments include a sum-based method, such as GPA or a curriculum map, and a trajectory-based method, such as learning portfolios. “Sum” and “trajectory” represent the two aspects of a curriculum. PEPA can be thought as a mediation of these two methods. Its core feature is to grasp the trajectory of student learning by assessing the milestone learning outcomes in the key courses of the degree program and sequencing them toward the program goals. Our future challenges are the enlargement of the disciplines PEPA can be applied to and the improvement of its feasibility.