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dc.contributor.author大山, 泰宏ja
dc.contributor.alternativeOyama, Yasuhiroen
dc.contributor.transcriptionオオヤマ, ヤスヒロja-Kana
dc.date.accessioned2008-05-02T08:51:00Z-
dc.date.available2008-05-02T08:51:00Z-
dc.date.issued2001-09-01-
dc.identifier.issn1341-4836-
dc.identifier.urihttp://hdl.handle.net/2433/54089-
dc.description.abstractEvaluation is now introducing into Japanese University at severe speed, especially into it's education. But regrettably, it should be pointed out that this introduction is often being carried out without inquiring into the purpose or context of the evaluation. Hence, evaluation is sometimes misunderstood as a mere political intervention or pressure, which agency (the evaluated sides) let pass or disregard. In this paper, the status quo of the diverse types of evaluation are discussed, and is proposed what should be done for the actualization and substantialization of the truely effective evaluation. Through the overview about the Participatory Evaluation and Meta Evaluation, as well as the action research of evaluation at the "Research Center for Higher Education of Kyoto University", the social constructivist evaluation theory is showed as one of the effective evaluation strategies.en
dc.language.isojpn-
dc.publisher京都大学高等教育教授システム開発センターja
dc.publisher.alternativeResearch Center for Higher Education, Kyoto Universityen
dc.subject.ndc377-
dc.title大学教育評価の課題と展望ja
dc.title.alternative<Papers> The Themes and Perspectives of University Educational Evaluationen
dc.typedepartmental bulletin paper-
dc.type.niitypeDepartmental Bulletin Paper-
dc.identifier.ncidAN10487452-
dc.identifier.jtitle京都大学高等教育研究ja
dc.identifier.volume7-
dc.identifier.spage37-
dc.identifier.epage55-
dc.textversionpublisher-
dc.sortkey03-
dcterms.accessRightsopen access-
dc.identifier.pissn1341-4836-
dc.identifier.jtitle-alternativeKyoto University Researches in Higher Educationen
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