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

即使科学的评价标准建立在“对自然现象的兴趣、热情和态度”、“科学思维能力”、“观察和实验技能和表达”、“对自然现象的认识和理解”四个标准的基础上，但对与科学“认识和理解”无关的其他方面的评价仍然是非常困难的，并且在学校课堂上基于这些观点进行评价也是一项挑战。造成这种情况的一个主要原因是在评价环境中缺乏合适和适当的评价问题。必须向教师提供高度可靠的评估问题。我们决定收集并改进可信度高、客观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。在第一年，我们收集了各州开设和使用的初中科学课的评价问题，并基于这四个角度对问题进行分类和分析。然后，我们识别出被认为质量最好的问题的独特特征。接下来，我们编制了一个列表，显示每个问题的评估标准适合基于四个角度进行评估。在第二年，我们分析并确定了NIER教育课程研究中心进行的2001年初中科学班调查中包含的所有调查问题中需要改进的地方。

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.