International Comparative Study on the Effective Application ofPerformance Tasks

本研究调查了美国和英国的应用表现任务的实例，并与日本的小学、初中和高中进行了合作发展研究。首先，明确了学生在从事表演任务时思考、判断和表达自己的想法和判断的能力的具体细节。第二，为表演任务开发了教学方法。为此，本文探讨了如何培养学生的逻辑思维能力，以及如何将G。Wiggins和J.McTighe提出的“差异教学”，以及A.汤姆林森，进行了检查。第三，课程管理，使教师能够使用绩效任务，提供了一个清晰的画面。会上讨论了如何制定长期教学计划（“课程的宏观设计”）的问题，并对正在努力分享共同评估标准和方法的几所学校提出了一些想法。最后，根据英国普通中等教育证书考试的一些理念，提出了如何利用表现性任务改革入学考试的建议。

This study investigated instances of the application of performance tasks in the USA and England and conducted collaborative development research with elementary, junior high, and senior high schools in Japan. First, concrete details of students’ ability to think, judge, and express their thoughts and judgments when engaging in performance tasks were clarified. Second, teaching methods were developed for performance tasks. For this purpose, methods to develop students’ logical thinking ability as well as to integrate the ideas of “Understanding by Design,” proposed by G. Wiggins and J. McTighe, and “differentiated instruction,” advocated by A. Tomlinson, were examined. Third, a clear picture of curriculum management, which enables teachers to use performance tasks, was provided. It was discussed how long-term teaching plans (“macro design of a curriculum”) could be developed, and ideas for several schools that were making efforts to share common assessment criteria and methods were proposed. Finally, a proposal on how entrance examinations could be reformed using performance tasks was put forth, based on certain ideas used for the GCSE in England.