「特別の教科 道徳」における評価の現状と課題 : 形成的評価、子どものための哲学を手がかりに

This paper aims to clarify current issues in the assessment of special subject morality. In special subject morality, teachers use formative assessment instead of numerical evaluation. From the perspective of learning theories of social constructivism which focuses on the process of learning, this method of assessment, which is designed to contribute to improvement rather than the outcome of learning, has a possibility to change the way of thinking about evaluation in school education. Through reference to Australian philosophy for children, we need to consider cognitive methods of teaching and assessment for better educational practices.