真正の評価概念に基づく社会科学習評価の一考察 : 「外国人労働者問題」授業のレポート分析を手かかりとして

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  • シン セイ ノ ヒョウカ ガイネン ニ モトヅク シャカイカ ガクシュウ ヒョウカ ノ イチ コウサツ ガイコクジン ロウドウシャ モンダイ ジュギョウ ノ レポート ブンセキ オ テガカリ ト シテ
  • A Study on Social Studies Evaluation Based on "Authentic Assessment" : An Analysis of Student's Reports on "Foreign Workers Problem"

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本稿はオーセンテックな評価概念を手がかりに,社会科教育における評価の枠組みを模索した。「外国人労働者問題」授業のレポートをパフォーマンス・アセスメントの一つとし,概念マップによって知識・理解と思考・判断の深まりを看取った。認知面(問題認識,問題解決),情意面(個人の確信・感情や信念の表現,社会に影響する問題を考え続ける態度),思考スキル(適切な情報の使用,情報解釈の正確さ,推論の妥当性)で整理した。学習者自身が具体例やデータを示し根拠立てて説明する技能の強化や,概念マップを利用し価値の見取図を作成し,情報の読み取りや解釈の正しさ,推論の妥当性を自ら吟味するなどの指導の改善を示した。

This paper considers a possibility that "Authentic Assessment" can apply for the evaluation framework in Social Studies. Reports on "foreign workers problem" written by students are regarded as one object of performance assessment, and they are analyzed from the points of deepening knowledge and understanding, thinking and judgment, by referring Concept Maps. Moreover, the results are evaluated from the. aspects of Cognitive Domain (problem recognition, problem solving), Affective Domain (attitude which keeps to consider the social problems, expression which results from one' s firm belief, faith and feeling), and Thinking skills (usage of suitable information, correctness of interpretation on information, validity of interpreting process). As conclusions, the author suggests that teachers have to make efforts to 1) promote the student's skills for explanation by demonstrating concrete examples and data, 2) develop student's ability of using concept maps, making values sketches, and 3) improve their own ability for teaching reading information, interpreting them rightly, and examining validity of their interpretation.

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