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アイテム
開発途上国における形成的評価の現状と課題
https://doi.org/10.15027/48839
https://doi.org/10.15027/48839d30768b4-63b2-496a-af34-6996560f27d1
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
JICE_22-1_61.pdf (1.8 MB)
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| Item type | デフォルトアイテムタイプ_（フル）(1) | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2023-03-18 | |||||||||||||
| タイトル | ||||||||||||||
| タイトル | 開発途上国における形成的評価の現状と課題 | |||||||||||||
| 言語 | ja | |||||||||||||
| タイトル | ||||||||||||||
| タイトル | Current Situation and Challenges of Formative Assessment in Developing Countries | |||||||||||||
| 言語 | en | |||||||||||||
| 作成者 |
澁谷, 和朗
× 澁谷, 和朗
× 神原, 一之
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| アクセス権 | ||||||||||||||
| アクセス権 | open access | |||||||||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||||||||
| 権利情報 | ||||||||||||||
| 権利情報 | Copyright (c) 2019 広島大学教育開発国際協力研究センター | |||||||||||||
| 内容記述 | ||||||||||||||
| 内容記述 | This paper defined “formative assessment" as frequent and interactive assessment regarding learners’ understanding and progress of learning achievement in order to confirm learners’ needs and deliver appropriate lessons. This paper aimed at revealing the research question “How does formative assessment defined in this paper appear in policies and practices in each participating country?". As a result, it was found that while learning improvement was stipulated as goals in policy objectives and various implementing measures were presented, scores based on formative assessment were emphasized for judgement of progressing grades or promoting to higher level of education and/or accountability to guardians. Reflecting practices on the field, implementation of formative assessment has various challenges including teachers’ professional capacity, which was observed through their predictions and reactions of pupils’ answers before and after a simple maths test. This paper uncovered that in developing countries, measures after lessons, which include conducting quiz, collecting and analyzing its result, and planning remedial classes based on the result, were taken into consideration, however, it was confronted with limitation of time. With regards to this challenge, Japanese teachers emphasized using formative assessment before and during lessons. Such experiences can be shared in the JICA-supported Knowledge Co-Creation Program and be utilized in developing countries Finally, the authors expect that dialogues between research and development aid will continue as this paper did and more practices on formative assessment will be accumulated for the sake of pupils’ learning and lesson improvement both in Japan and developing countries. | |||||||||||||
| 言語 | en | |||||||||||||
| 出版者 | ||||||||||||||
| 出版者 | 広島大学教育開発国際協力研究センター | |||||||||||||
| 言語 | ||||||||||||||
| 言語 | jpn | |||||||||||||
| 資源タイプ | ||||||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||||||
| 出版タイプ | ||||||||||||||
| 出版タイプ | VoR | |||||||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||||||
| ID登録 | ||||||||||||||
| ID登録 | 10.15027/48839 | |||||||||||||
| ID登録タイプ | JaLC | |||||||||||||
| 収録物識別子 | ||||||||||||||
| 収録物識別子タイプ | ISSN | |||||||||||||
| 収録物識別子 | 1344-2996 | |||||||||||||
| 収録物識別子 | ||||||||||||||
| 収録物識別子タイプ | ISSN | |||||||||||||
| 収録物識別子 | 1344-7998 | |||||||||||||
| 収録物識別子 | ||||||||||||||
| 収録物識別子タイプ | NCID | |||||||||||||
| 収録物識別子 | AA11281847 | |||||||||||||
| 開始ページ | ||||||||||||||
| 開始ページ | 61 | |||||||||||||
| 書誌情報 |
国際教育協力論集 Journal of international cooperation in education 巻 22, 号 1, p. 61-74, 発行日 2019-10-31 |
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| 見出し | ||||||||||||||
| 大見出し | 研究ノート | |||||||||||||
| 言語 | ja | |||||||||||||
| 見出し | ||||||||||||||
| 大見出し | Research Note | |||||||||||||
| 言語 | en | |||||||||||||
| 旧ID | 48839 | |||||||||||||
