A Study on How to Use the Criteria and Rubric with Student Portfolios

尽管文部科学省要求日本的小学和初中采用标准参考评估(CRA)，但许多教师并不能完全取消常模参考评估(NRA)。不仅是学校教师，大学教育工作者也不知道CRA方法的核心标准和准则是什么。本研究旨在阐明如何将CRA方法引入日本学校，学习美国的零计划(PZ)、工作抽样系统(WSS)和重点学校的工作。结果发现：1)为了满足CRA的要求，学生档案袋和教师的观察评估是必要的。特别是，我相信我们从世界中学的发展指导方针和重点学校的发展连续体中学到了很多。2)我们应该反思1970年S形成性评价运动的失败。在制定单元计划时，班级…更多的OM教师最好看看国家教育政策研究所的标准。3)确实，学生可以通过在课堂实践中反映他们作品的优点和缺点来内化这些标准。然而，教师应该用他或她正在进行的观察性评估来补充学生的评估。4)学生制作的优秀作品是相当有效的，可以作为未来的学习模式，并将评估与学习和教学联系起来。我编辑了福井教师在特定单位挑选最好和最差作品的工作样本集。5)在在职培训中，为了深入了解标准和准则，观察录像带、参加研讨会等视觉和主动学习比听讲座更有效和高效。制作了描述上述调查结果的报告和录像带。我认为，我们要研究的任务是开发一般性和分析性的规则，并采用教师的观察性评价。较少

Though the Ministry of Education, Culture, Sports, Science and Technology required the elementary and junior high schools in Japan to adopt the criterion-referenced assessment (CRA), many teachers could not completely take off the norm-referenced assessment (NRA). Not only the school teachers but also educators at colleges do not know what the criteria and rubrics as the heart of CRA approach are.This research aimed to clarify how to introduce them at Japanese schools, learning from the works of Project Zero (PZ), Work Sampling System (WSS), and Key School in the United States. As the result of that, I found the following findings.1) Student portfolios and teacher's observation assessment are needed in order to meet the requirements of CRA. Particularly, I believe that we learn a lot from the Development Guidelines of WSS and the developmental continuum of Key School.2) We should reflect the failures of the formative evaluation movement in 1970's. In developing a unit plan, the classro … More om teacher had better take a look on the Criteria of the National Institute for Educational Policy Research.3) It is true that the students could internalize the criteria by reflecting both the strengths and weaknesses of their works at classroom practices. However, the teacher should complement the students' assessment with his or her observational on-going assessment.4) The excellent works that students produced are quite effective to use as a future learning model and to link assessment to both learning and instruction. I edited the Work Sample Collections that the teachers in Fukui picked up the best and worst works at a particular unit.5) At the in-service training to deeply understand the criteria and rubrics, visual and active learning such as observing the videotapes, attending a workshop, and so forth, are much more effective and efficient than hearing the lectures.The report and videotapes that Describe the above findings are produced. I suppose that the tasks we have to study are developing the general and analytic rubrics and adopting teacher's observation assessment. Less