评估性判断在日本小学发展的过程——运用协同调节与评估性判断模型

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessment in Education-Principles Policy & Practice Pub Date : 2023-03-04 DOI:10.1080/0969594X.2023.2193332

Hideaki Yoshida, Kohei Nishizuka, Masahiro Arimoto

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引用次数: 2

摘要

摘要为了提高形成性评价和自我调节学习的有效性，本研究主要关注评价判断。提出了发展评价性判断和共同管制的程序。然而，这种共同调节和评价判断模式缺乏在课堂环境中使用的有效性;发展评估性判断的过程仍不清楚。因此，本研究旨在以日本某小学为研究对象，运用协同调节与评价性判断模型，探讨协同调节与评价性判断的发展过程。我们证实了评价性判断是通过共同调节与学生共享的，并且评价性判断和学习成果都得到了提高。研究结果支持了协同调节与评价性判断模型，部分揭示了评价性判断的发展过程。评价性判断有望扩大形成性评价和自我调节的有效性。

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Examining the process of developing evaluative judgement in Japanese elementary schools—utilising the co-regulation and evaluative judgement model

ABSTRACT To enhance the effectiveness of formative assessment and self-regulated learning, this study focused on evaluative judgement. A process for developing evaluative judgement and co-regulation had proposed. However, this co-regulation and evaluative judgement model lacks validation for use in classroom settings; the process of developing evaluative judgement remains unclear. Thus, this study aims to examine the processes of co-regulation and development of evaluative judgement by applying the co-regulation and evaluative judgement model in a Japanese elementary school. We confirmed that evaluative judgements are shared with students through co-regulation and that both evaluative judgements and learning outcomes are enhanced. The results support the co-regulation and evaluative judgement model and partially reveal the process of the development of evaluative judgement. Evaluative judgements are expected to expand the effectiveness of formative assessment and self-regulation.

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来源期刊

Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

3.10%

发文量

期刊介绍： Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.