PEPAによって学生の成長を縦断的に評価する

Abstract

Pivotal embedded performance assessment (PEPA) is a method for combining the assessment of learning outcomes at course and program levels. Compared to standardized tests, performance assessments have several disadvantages. We addressed the difficulties of inter-institutional and longitudinal comparisons and discussed how to overcome them. In particular, we examined longitudinal comparisons using an empirical study from the Faculty of Dentistry, Niigata University, which inspired the theoretical concept of PEPA. The results showed that even if a common rubric is used, the difference in scores within inter-institutional comparisons did not necessarily represent a difference in ability between groups unless a common performance task was used. Additionally, the difference in scores over time did not necessarily indicate the degree of change. This suggests that when longitudinally assessing student growth through multiple performance assessments over time, it is necessary to carefully consider two aspects in student learning assessment: task difficulty and achievement level.