ザンビア基礎教育における計算能力の診断的評価に関する研究 : 弁別性と教授的示唆に注目して

Few assessments of pupils' achievements, such as SACMEQ and Zambia's National Assessment, have been conducted in Zambia to monitor and improve the quality of education. Although results from these tests expose the extremely low achievement there, it is very difficult to infer potential avenue to improve education from them because the results cannot discriminate the pupils' performance because scores are too low. To overcome this issue, we need to identify the difficulties that pupils face and that influence what pupils can do and what they cannot. This approwch is called diagnostic evaluation.

Focusing on four basic arithmetic operations, I conducted a paper test survey of G3 to G7 pupils at one private and one public basic school in Zambia. Analyzing results on the process of problem solving, pupils' performance could be discriminated by the strategies they applied and by the common mistakes they mode. As a result, some difficulties that pupils face were identified including for example, the transition from concrete strategies, such as country sticks to more abstract strategies, such as writing in columns as a from of positional notation.

Finally, I suggest some instructive methods for analying diagnostic evaluations and discuss the relationship between educational evaluation and its implications.