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ID 36545
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title alternative
A Case Study of Examinations at the University of Oxford : What types of questions are asked in examinations and how are they marked? <Note>
creator
Tanaka, Masahiro
NDC
Education
abstract
The purpose of this paper is to describe a case study regarding honours degree examinations at the University of Oxford. Primary sources that were collected from Oxford are used to analyze what types of questions are asked in the examinations and how they are marked. 

Honours degree examinations in English universities, including Oxford, commonly request students to select only three questions from those presented, and answer them appropriately. These types of examinations do not require students to memorize all contexts of the class, rather it is more of the deep understanding of a portion of the contexts. Assessment standards generally require students to show their accurate knowledge or memory concerning the topics in certain examinations. Nevertheless, the students do not have to select a topic with which they may have problems understanding or may have forgotten. What the students have to do is answer only three questions about which they feel most confident.  

The Oxford style of learning trains students to discuss academically. It concentrates on frequent reading, writing, and discussing various topics. In particular, the tutorial system of Oxford demands that students become proficient in explaining their own viewpoints against counterarguments from their supervisor. This system directly assists students in preparing for examinations.
description
本稿は,頭脳循環を活性化する若手研究者海外派遣プログラム「知識社会を先導する大学知の考究 : 新時代の高等教育の展開と人材育成」(代表校:広島大学高等教育研究開発センター),および科学研究費,若手研究(B)「学生の学習到達度を適切に評価する自律的な内部質保証制度の構築 : イギリスを参考に」(研究代表者:田中正弘,研究課題番号:23730721)の助成を受けて,研究を実施した成果の一つである。
journal title
Daigaku ronshu: Research in higher education
issue
Issue 45
start page
143
end page
158
date of issued
2014-03
publisher
広島大学高等教育研究開発センター
issn
0302-0142
ncid
language
jpn
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
rights
Copyright (c) 2014 Author
department
Research Institute for Higher Education
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