Journal of elementary education and curriculum Issue 9
2021-03-31 発行

主体的・対話的で深い学びに向けた相互評価活動に関する実践研究 : 授業者と学習者がルーブリックをすり合わせる活動を通して

Research on Peer Evaluation Activities for Proactive, Interactive and Deep Learning: In Which Learners Create Their Own Rubric Sharing with Teacher’s Ideas
HARADA, Hiromu
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abstract
There are opportunities for learners to peer asses each other in their daily classroom practice. While we believe this is part of a proactive, interactive, and deep learning process, we cannot say that this peer evaluation activity is carried out effectively. This can be attributed to the lack of dialogue between learners in the same criteria. While having a set of evaluation criteria is a possible solution, I thought that if the learners create their own evaluation criteria rather than using those given by the instructors, they would be able to conduct effective peer evaluations. In this study, we will examine the effectiveness of the rubric through the classroom practice of having learners create their own rubrics, and conduct peer evaluation activities.
subject
国語教育
ルーブリック
相互評価
主体的・対話的で深い学び
Japanese education
rubric
peer evaluation
proactive
interactive and deep learning
rights
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