The Support System to Share the Rubrics and Teaching Tips for Technical and Academic Writing

本研究的目的是提炼关键的原则和标准，并开发电子档案袋学习来评估教与学。2008年，基于Moodle平台(http://moodle.elp.tuat.ac.jp/moodle/login/index.php).，本研究评估了多媒体电子学习环境在工科预科语言课程中的效益为了让更广泛的学生参与进来，工程学院与日语教师合作开发了一个电子学习系统，创建了包括视频讲座、技术术语自动词汇表、带叙述的阅读材料和两种类型的理解活动在内的四个模块。2009年，我们通过“课堂研究”收集了教学方法和材料的数据。我们还开发了同行评议系统(FD Commons)来支持课堂学习和自我反省，以促进教育进步。在2009年春季学期期间，我们组织了课例研究小组并进行了三次试点研究。在本研究项目的最后一年，五名教员和三名助教参加了2008年4月至2010年3月的研究。基于这一实践，我们报告了教师开发人员和教授之间的合作如何塑造了我们对评估教与学的共同标准的理解。随后的实验揭示了以下三点：(1)评价者的评论是从更多描述性的角度记录下来的，而不是从规定性和预测性的角度。(2)在同一课堂观察中重复记录有关教学技能和方法的指令性评论；(3)由于写作和口语技能的提高，对基本教学技能的负面评论比开始时要少。

The purpose of this research is to extract key principles and criteria and develop e-portfolio learning for assessing teaching and learning.In 2008, the research assesses the benefits of a multimedia e-Learning environment in a pre-college language program in engineering education, based on the moodle platform (http://moodle.elp.tuat.ac.jp/moodle/login/index.php). In order to engage a wider range of students, engineering faculty paired up with Japanese language teachers to develop an e-Learning system, creating four modules that include video lectures, auto glossary for technical terms, reading materials with narration, and two types of comprehension activities.In 2009, we collected the data of teaching methodology and materials by conducting "lesson study." We also developed the peer review system (FD Commons) to support lesson study and self reflection for educational improvement. We organized lesson study group and conducted three pilot studies during the 2009 spring term.In the final year of this research project, five faculty member and three teaching assistants participated from April, 2008 to March, 2010. Based on this practice, we reported how this collaboration between faculty developers and professors shaped our understanding of common criteria for assessing teaching and learning. The successive trials revealed the following three points : (1) reviewers comments were recorded from more descriptive view point than prescriptive and predictive viewpoints. (2) prescriptive comments related to teaching skills and methodology were repeatedly recorded during the same class observation, and (3) because of improving writing and talking skills, negative comments were reported less than at beginning with respect to basic teaching skills.