@article{oai:niigata-u.repo.nii.ac.jp:00027645,
 author = {小野, 和宏 and 西山, 秀昌 and 八木, 稔 and ステガロユ, ロクサーナ and 重谷, 佳見 and 山村, 健介 and 井上, 誠 and 前田, 健康},
 issue = {2},
 journal = {新潟大学高等教育研究, 新潟大学高等教育研究},
 month = {Jan},
 note = {新潟大学歯学部では,初年次教育として大学学習法を実施している.この授業は講義・演習での知識や技能をもとに,レポート作成とプレゼンテーションを行うもので,その学習活動を通して,間題解決能力,論理的思考力,表現力の開発をねらいとしている.今回,学習成果の直接評価に向けて,パフォーマンス評価を導入すべく,レポートからこれら能力を読み解くルーブリックづくりに取り組んだ.また,この経験からみえてきたパフォーマンス評価の難点とその対処について検討した.その結果,パフォーマンス評価により能力を把握できる可能性が示されたが,導入には教員の理解と協力,能力と関連した適切な評価観点の設定,評価の信頼性を高める工夫,評価と指導の一体化を考慮した授業デザインなど,いくつかの課題があることも明らかになった., The curriculum of Niigata University Faculty of Dentistry provides the "Study Skills" course as first year education. The ultimate goal of this course is to develop student abilities of problem solving, logical thinking and expression. For that purpose, each student is guided through the process of writing a report and presenting its content. To access the degree to which these abilities were achieved, we created a rubric and used it to evaluate the student reports. Based on the experience of this trial, we discussed problems for the introduction of performance assessment into the course. Although performance assessment has a high potential to grasp these abilities, there are some practical problems that may interfere with its introduction, such as "how to involve the faculty in assessment", "how to establish dimensions of the rubric that appropriately relate with the student abilities", "how to increase the reliability of assessment", "how to design the course to allow for a connection between assessment and instruction".},
 pages = {5--8},
 title = {大学学習法ヘのパフォーマンス評価導入における実践的課題},
 volume = {1},
 year = {2014}
}