The Development of Academic Assessments in History Education during the Prewar Period of Showa : Based on the Analysis of History Testing by Ryoji Maruyama and Yohei Utsuki

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  • 昭和戦前期の歴史教育における「学力測定」と「教育評価」の展開 : 丸山良二と宇津木與平の国史検査の分析をもとに
  • ショウワセン ゼンキ ノ レキシ キョウイク ニ オケル 「 ガクリョク ソクテイ 」 ト 「 キョウイク ヒョウカ 」 ノ テンカイ : マルヤマ リョウ ニ ト ウズ モクヨヘイ ノ コクシ ケンサ ノ ブンセキ オ モト ニ

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Abstract

The purpose of this paper is to clarify the development of the measurements of academic ability and educational assessments in history education during the prewar period of Showa, based on the analysis of prior methods of testing history knowledge conducted by Ryoji Maruyama and Yohei Utsuki. The educational measurement campaign introduced from America to Japan by Kanichi Tanaka and others in the 1920s and 1930s criticized conventional test methods, emphasizing the need for scientific rather than subjective means of measuring the effect of instruction. This approach sought to implement the quantitative measurements that would provide rational grounds for evaluating educational programs and improving classroom instruction. The paper highlights three points. First, the debate over the measurement of academic ability and educational assessment in history education in Japan being highly influenced by the educational measurement movement in the United States, resulting in improved methods of testing student progress. Second, the assessment process was standardized by incorporating the research results of educational psychology and indexing the standard deviation. Third, the assessment process provided detailed information on how to improve the teaching of history. Maruyama and Utsuki performed their standardized testing at elementary schools, junior high schools, and girls' high schools in Gunma. Their analysis of test results revealed the gaps between the history materials that instructors were supposed to teach and what the children understood.

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