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

即使科学的评价标准是基于“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”这四个标准来制定的，但评估与科学“知识和理解”无关的其他方面仍然非常困难，并且在学校课堂上根据这些观点进行评价也很困难。造成这种情况的一个重要原因是评估环境中缺乏合适、合适的评估问题。必须向教师提供高可信度的评估问题。我们决定收集和完善可信度高、客观性高的初中科学课评价问题，并根据评价标准将这些问题系统化。第一年，我们收集了各都道府县创建和使用的初中科学课的评价问题，并根据四个角度对其进行了分类和分析。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，我们根据四个角度，编制了一个列表，列出了每个问题适合用什么评价标准来评价。 第二年，我们对NIER教育课程研究中心进行的2001年初中科学课调查中的所有调查问题进行了分析和确定需要改进的地方。

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.