「改訂版タキソンミー」における教育目標・評価論に関する一考察 : パフォーマンス評価の位置づけを中心に

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  • An Examination of the Theory of Educational Objectives and Assessment underlying "the Revised Taxonomy" : Focusing on the Position of Performance Assessment in the Framework
  • 「改訂版タキソノミー」における教育目標・評価論に関する一考察--パフォーマンス評価の位置づけを中心に
  • カイテイバン タキソノミー ニ オケル キョウイク モクヒョウ ヒョウカロン ニ カンスル イチ コウサツ パフォーマンス ヒョウカ ノ イチヅケ オ チュウシン ニ

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"The revised taxonomy" is a framework that classifies and clarifies educational objectives. It revised the cognitive domain of the taxonomy of educational objectives developed by B.S. Bloom known as Bloom's taxonomy. In America, traditional tests have been criticized, and many new assessment methods, such as authentic assessment, performance assessment, and portfolio, have been devised since the 1980s. The purpose of this paper is to describe how these new assessment methods are placed in the taxonomy and to elucidate theoretical assumptions on educational objectives and assessment underlying "the revised taxonomy". This paper examines two approaches to assessment reform: authentic assessment and concept mapping. The former, advocated by G. Wiggins, emphasizes the contexts of learning and assessment, focusing on authentic performances. The latter, devised by J.D. Novak, aims to promote the processes of constructing meaning, focusing on inner knowledge structures. "The revised taxonomy" incorporates these new assessment methods into its framework as follows. Performance tasks and concept maps are both regarded as extended response tasks, and the cognitive processes of authentic performance are clarified in terms of the taxonomy. These reflect implicit assumptions underlying "the revised taxonomy", which can be seen through the comments on authentic assessment by the authors of the taxonomy. They consider educational objectives which describe general mental processes of the individual learner the most important in educational activities, and encourage teachers to direct all instruction and assessments to these objectives.

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