Downloads: 42

Files in This Item:
File Description SizeFormat 
JACUE43(2)_139.pdf1.5 MBAdobe PDFView/Open
Full metadata record
DC FieldValueLanguage
dc.contributor.author深堀, 聰子ja
dc.contributor.author松下, 佳代ja
dc.contributor.author伊藤, 通子ja
dc.contributor.author中島, 英博ja
dc.contributor.author田中, 一孝ja
dc.contributor.alternativeFukahori, Satokoen
dc.contributor.alternativeMatsushita, Kayoen
dc.contributor.alternativeIto, Michikoen
dc.contributor.alternativeNakajima, Hidehiroen
dc.contributor.alternativeTanaka, Ikkoen
dc.date.accessioned2023-11-30T07:13:54Z-
dc.date.available2023-11-30T07:13:54Z-
dc.date.issued2021-12-
dc.identifier.urihttp://hdl.handle.net/2433/286232-
dc.descriptionラウンドテーブル報告ja
dc.description.abstractThe growing societal demand for assessment of higher education learning outcomes have mobilized academics to define disciplinary and transversal reference points for higher education learning outcomes, not only at the course-level but also at the program-level. Pioneering efforts in the United States, Europe, and Japan have aimed to generate shared understandings of higher education learning outcomes through engaging faculty members in the development of assessment tools such as “assignments, ” “test items, ” and “rubrics.” Based on a review of these efforts, the present study examines how faculty expert judgement is fostered for defining and assessing higher education learning outcomes. The study aims to identify the necessary conditions for faculty to be able to function as change agents toward the institutional adoption of a learning systems paradigm. This roundtable report focuses on empirical research that is being conducted in two Japanese universities.en
dc.language.isojpn-
dc.publisher大学教育学会ja
dc.publisher.alternativeJapan Association for College and University Educationen
dc.rights本論文は著作権者である大学教育学会の許可のもとに掲載しています。ご利用の際は著作権法に従ってください。ja
dc.subject学修成果ja
dc.subject参照基準ja
dc.subjectアセスメントja
dc.subject大学教員のエキスパート・ジャッジメントja
dc.subject大学組織変容ja
dc.title学修成果アセスメント・ツール活用支援を通したエキスパート・ジャッジメントの涵養と大学組織の変容 --実践的研究から導かれる示唆--ja
dc.title.alternativePromoting Faculty Expert Judgement and Institutional Change by Facilitating the Use of Learning Outcomes Assessment Tools: Implications from Empirical Researchen
dc.typejournal article-
dc.type.niitypeJournal Article-
dc.identifier.jtitle大学教育学会誌ja
dc.identifier.volume43-
dc.identifier.issue2-
dc.identifier.spage139-
dc.identifier.epage143-
dc.textversionpublisher-
dc.address九州大学ja
dc.address京都大学ja
dc.address東京都市大学ja
dc.address立命館大学ja
dc.address桜美林大学ja
dc.address.alternativeKyushu Universityen
dc.address.alternativeKyoto Universityen
dc.address.alternativeTokyo City Universityen
dc.address.alternativeRitsumeikan Universityen
dc.address.alternativeJ.F. Oberlin Universityen
dc.relation.NAID40022784963-
dcterms.accessRightsopen access-
dc.identifier.pissn1344-2449-
dc.identifier.eissn2758-6510-
dc.identifier.jtitle-alternativeJOURNAL OF JAPAN ASSOCIATION FOR COLLEGE AND UNIVERSITY EDUCATIONen
Appears in Collections:Journal Articles

Show simple item record

Export to RefWorks


Export Format: 


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.