Teacher Self-Assessment for Improving Classes in Science Education

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  • 理科教育における授業改善のための教師の自己評価
  • 理科教育における授業改善のための教師の自己評価 : OPPA論を中心として
  • リカ キョウイク ニ オケル ジュギョウ カイゼン ノ タメ ノ キョウシ ノ ジコ ヒョウカ : OPPAロン オ チュウシン ト シテ
  • —With a Focus on the OPPA Theory—
  • ―OPPA論を中心として―

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<p>This study aims to clarify the elements and structure necessary for promoting competence and ability through self-assessment. It focuses on self-assessment because, in order to validly improve learning and teaching, both teacher and learner need to become aware of their own problems in class. Without self-assessment, it is impossible to truly improve the class. Further, unless the learner and the teacher observe in detail where and what the problem is, it is impossible to implement self-assessment in every-day practice. Based on earlier work, we discuss three points: the teacher’s notion of evaluation for appropriate self-assessment; the capacity of teachers to do their own self-assessment while guiding the learners’ self-assessment, which appears difficult to develop; finally, the idea of developing competence through educational assessment in general. We examine One Page Portfolio Assessment (OPPA), a method suggested by Tetsuo Hori, which heavily uses self-assessment in evaluating the success of concept formation. We extract four elements: first, the questions used in self-assessment to promote metacognition, which previously have been rarely discussed; second, the effect of the teacher’s feedback regarding the answers to these questions; third, as a required premise, the notion that assessment enhances learning and teaching; fourth, the importance, for improving learning and teaching, of self-awareness in concept formation and thinking development. The structure can be described as follows: as learners become aware of the process of transformation of their concepts and thoughts through inquiry, their qualifications and abilities, such as metacognition, are promoted. Now, as the teacher confirms the learners’ self-assessments and gives feedback, he/she can observe problems of the class in detail. The teacher thereby improves the class and simultaneously promotes the transformation of his/her own ideas about education. The learners’ self-assessments and the teacher’s self-assessment can be combined under the unifying viewpoint of self-awareness in concept formation. </p>

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