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--

Abstract

The 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.