アメリカの学位資格プロフィールの一考察 : 学生調査の補完的可能性

The aim of this paper is to present complementary possibilities of the student survey from examinations of the Degree Qualifications Profile (DQP) of the United States. The possibilities are : 1) to diagnose learning process and learning outcomes by students-self assessment; 2) to reduce the load of appraiser; 3) to check assessments by rubrics and standardized test, etc.; and 4) to use as a proxy of direct assessments. The student survey can also provide materials to check educational improvements.

The DQP is composed of the Essential Learning Outcomes (ELOs) of the Association of American Colleges and Universities (AAC&U) and the tuning method from Tuning USA. As for the assessment tool of the DQP, it is supposed to use rubrics for their assessments. These come from the VALUE rubrics of AAC&U. Their ultimate goal is to create a national database and operate it like the National Survey of Student Engagement (NSSE).

Previous studies have pointed out that the VALUE rubrics can assess the domains which are difficult for the conventional standardized tests, and they are built on educational practices of faculty. There are still tasks, however, to identify the assignments to assess with the same learning outcome criteria among colleges and universities.

The student survey could be located at the “third generation of college and university evaluation” (Kaneko, 2000). In Japan, there is the standardized student survey named the Japanese Cooperative Institutional Research Program (JCIRP), and there is the Japanese Bachelor Degree Competencies Framework (JBCF: Gakushi-ryoku in Japanese) that has strong correspondence with the DQP. By using these, this study present the Japanese Bachelor Degree Profile (JBDP: Gakushi-ryoku Profile in Japanese). That profile shows complementary possibilities of the student survey. It requires mature skills to interpret results. These survey results should be linked with student backgrounds, learning process, and satisfaction. It is possible, however to use them as a proxy for the learning outcomes. If their results use benchmarking with other institutions shared this profile, it is also possible to get information on improvement. The reference group will indicate the reference point. It could be feasible to learn from the good practices.