A study on improvement and development of evaluation methods in junior high school science.

初中理科评价方法的改进与发展研究

• 批准号: 15500603
• 负责人: MIYAKE Masao
• 金额: $ 2.24万
• 依托单位: National Institute for Educational Policy Research (NIER)
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2003
• 资助国家: 日本
• 起止时间: 2003 至 2004
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-15500603/
• 关键词: junior high school science; evaluation standards; evaluation criteria; evaluation questions; reliability of evaluation; formative evaluation; summative evaluation; 評価の信頼性・客観性; 評価規準

Even if evaluation standards in science are established based on four criteria, "Interest in, eagerness for, and attitude toward natural phenomena" "scientific thinking skills," "observation and experimentation skills and expressions," and "knowledge and understanding of natural phenomena," it remains very difficult to evaluate other aspects unrelated to scientific "knowledge and understanding" and challenging to conduct evaluations based on each of these perspectives in school classrooms. A major reason for this is the scarcity of suitable and appropriate evaluation questions in the evaluation environment.Highly reliable evaluation questions must be provided to teachers. We decided to collect and improve highly reliable and objective evaluation questions regarding junior high school science classes, and to systematize those questions based on evaluation standards.In the first year, we collected evaluation problems for junior high school science classes created and used by each prefecture, and classified and analyzed them based on the four perspectives. We then identified the unique features of the questions judged to be of the best quality. Next we compiled a list showing which evaluation standards each of those questions was suitable for evaluating based the four perspectives.In the second year, we analyzed and identified areas for improvement in all of the survey questions contained in the 2001 Junior High School Science Class Survey conducted by the Educational Curriculum Research Center of NIER.

即使科学的评价标准建立在“对自然现象的兴趣、渴望和态度“、”科学思维能力”、“观察和实验技能和表达”、“对自然现象的知识和理解”四个标准之上，“仍然很难评价与科学“知识和理解”无关的其他方面。在学校课堂上根据这些观点进行评估是一项挑战。其中一个重要原因是评价环境中缺乏合适的评价问题，必须向教师提供高可靠性的评价问题。为了收集和完善可靠性高、客观性高的初中科学课评价问题，并根据评价标准将其系统化，第一年收集了各都道府县创设并使用的初中科学课评价问题，并根据四个方面进行了分类分析。然后，我们确定了被判定为最佳质量的问题的独特特征。接下来，我们根据这四个方面，列出了适合评价的标准，并在第二年对NIER教育课程研究中心2001年初中科学课调查的所有调查问题进行了分析，找出了需要改进的地方。