Can rigorous assessment of the learning outcome realise without sitting traditional types of examinations?

可以在不参加传统类型考试的情况下实现对学习成果的严格评估吗？

基本信息

批准号：
17530590
负责人：
YANAGIDA Masaaki
金额：
$ 1.25万
依托单位：
Aoyama Gakuin University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2005
资助国家：
日本
起止时间：
2005 至 2007
项目状态：
已结题

项目摘要

Can rigorous assessment of learning outcome realize without sitting traditional types of examinations? For making good answer to the question, I compare advanced approaches in secondary levels of assessment and/or qualifications between the three British nations of England, Scotland and Wales in devolution age.Through this research, now I can say that I confirm particularly through the Welsh Baccalaureate Qualification system it realise not only in Wales but also to the entire Britain regarding admission of higher education institutions substantially.As material research, I examined the policy guidelines and practice records, etc. including the Internet based ones. I also make good use of the Coursediscover, which is official on-line database the whole type of school curriculum after the compulsory education of the four nations of the United Kingdom. Visiting research based on the material research was as follows.The 2005 fiscal year, mainly Access to HE Programmes in ScotlandThe 2006 fiscal year, mainly Adult Basic Education and Trade Union Basic Learning in EnglandThe 2007 fiscal year, mainly the newly introducing and inclusive Welsh Baccalaureate Qualification systemI also had very good opinion exchanges with academic researchers of the related fields in the UK.I made academic presentations five times at conferences of the Japanese Society for Curriculum Studies, the Japan Association of Lifelong Education, and the Japanese Society for the Studies of Educational Objectives and Evaluation. I also tribute to the Bulletin of Japan Society for the Studies of Vocational and Technical Education, the Ronshu (Treaties Collection) of the Japan Association of Lifelong Education, and the Lifelong Learning Studies e Cyclopaedia. In addition I was invited as a guest presenter for British Case Study for "Secondary-Higher Education Articulation Workshop" by the Japan Association of National Universities on March 28, 2008 at Kobe University.

可以在不参加传统类型考试的情况下实现对学习成果的严格评估吗？为了更好地回答这个问题，我比较了英格兰、苏格兰和威尔士这三个英国国家在权力下放时代的中学评估和/或资格的先进方法。通过这项研究，现在我可以说我特别通过威尔士学士学位资格制度不仅在威尔士，而且在高等教育机构的录取方面也广泛应用于整个英国。作为材料研究，我查阅了包括基于互联网的政策指南和实践记录等。我还很好地利用了Coursediscover，它是英国四个国家义务教育后的整个类型学校课程的官方在线数据库。基于材料研究的访问研究如下： 2005财年，主要是苏格兰高等教育项目的入学机会 2006财年，主要是英格兰的成人基础教育和工会基础学习 2007财年，主要是新引入和包容性的威尔士学士学位资格制度我还与英国相关领域的学术研究人员进行了很好的意见交流。我在日本课程研究学会、日本课程学会的会议上做了五次学术报告终身教育协会和日本教育目标与评估研究会。我还要向日本职业技术教育研究学会会刊、日本终身教育协会的论书（条约集）以及终身学习研究电子百科全书表示敬意。此外，2008年3月28日，日本国立大学协会邀请我在神户大学举办“中等高等教育衔接研讨会”英国案例研究的特邀演讲嘉宾。