市民性教育としての社会科学習評価論の動向と課題 : 地理学習を何のためにどのように評価するのか

Trends and Issues in Social Studies Assessment Theory as Citizenship Education: How to Assess Geography Education and for What Purpose?

宅島 大尭

広島大学大学院人間社会科学研究科紀要. 教育学研究

Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education

[ISSN] 2436-0333

[NCID] AA12909086

This paper aims to review the past research on why and for what purpose learning assessment as citizenship education has been considered from the perspective of “Assessment as Learning”, especially in geography education. The change from “evaluation” to “assessment” in learning assessment is an important perspective in Japan as well. The research results are summarized as follows: (1) the key concepts in social studies learning assessment theory as citizenship education are “Assessment as Learning,” “self-regulation,” and “agency;” (2) the assessment of learning as citizenship education is the assessment of the learning process that teachers and students construct together to improve learning for the development of civic qualities; and (3) by clarifying the achievement and issues of social studies learning assessment theory in Japan, it points out the necessity of constructing a practical methodology that combines theory and practice.

Citizenship Education

Geography Education

Assessment as Learning

Self-Regulated Learning

Agency

市民性教育

地理教育

学習としての評価

自己調整

エージェンシー

日本語

広島大学大学院人間社会科学研究科

Copyright (c) 2020 人間社会科学研究科

[ISSN] 2436-0333

[NCID] AA12909086