理科における評価のあり方(1)

We have tried a new evaluation effective for both pupils and teachers in the science classes in a unit of earth science in the junior high school, which were conducted by two teaches in a classroom (i.e. team-teaching). The evaluation consists of achievement in each class and general estimation. In the evaluation, we have scarcely reflected achievement level of each class on the general estimation. At first, we set up an achievement standard of each class over the unit. Factors of the standard are learning attitude, scientifically-thinking, presentation and knowledge. Teachers have measured an achievement level of each pupil in every class under those standard, aiming to catch exactly pupil's situation of learning and to support and encourage them actually. The general estimation has been done through a couple of a better written test and a scientific performance test in the final stage of the unit, focusing mainly on pupil's abilities newly acquired in the unit. Pupils could take kindly to having the performance test, but many pupils have negative opinion to the question particularly on scientifically-thinking. It means that pupils still tend to regard main characteristics of science learning as memorization.