@article{oai:niigata-u.repo.nii.ac.jp:00003959,
 author = {後藤, 康志 and 生田, 孝至},
 issue = {3},
 journal = {日本教育工学雑誌, 日本教育工学雑誌},
 month = {Dec},
 note = {学習過程の振り返りと,自己評価の評価規準作りの支援を目的としたデジタルポートフォリオを開発し,授業で活用した.結果として,次の3点が明らかになった. 1)学習過程の振り返りのために随時記述した「振り返りカード」を抽出・時系列表示することによって,学習者は学習過程を見直し,適切なメディアの選択の必要性や,時間配分など自己の問題点を見いだすことができた. 2)相互評価により,自己の作品の改善点を見いだすだけでなく,他者による新たな見方が自分にとって新たな評価規準として取り入れていく例が見られ,相互評価が自己評価のための評価規準作りを支援することが示唆された. 3)学習者を評価者として捉え,自分の書いた相互評価コメントを年間レベルで比較し,見直すことによって,作品の良さをより具体的に指摘できるようになったことや,新たな評価規準を獲得したことを明瞭にできた., The purpose of this research is to develop a Digital Portfolio System which supports children's reflective-thinking. The writers developed and utilized the Digital Portfolio System, which has functions that can extract and display the following types of information. 1) Key information to deter- mine and reflect on how children process information, (for example, a difficult point when executing a plan of study, newly discovered useful information). 2) Information to help children discover where they can improve in previously written reports (mutual evaluation comments on a child's own report from friends). 3) Key information to help children develop their own self assessment of their report (assessing their own comments given about friends reports). The following points were discovered as a result of implementing the digital portfolio. 1) Children can discover the problems in their own information processing, (such as choice of appropriate media and allocation of time) and are then able to try to improve their own information processing. 2) Children use the mutual evaluation comments from their friends as a clue to try to improve their own reports. 3) Children evaluate their friends report in the same way they were evaluated by their friends. Based on this experience, they are able to develop by themselves their own standards for what makes a good report.},
 pages = {245--255},
 title = {学習者の内省を支援するデジタルポートフォリオの開発},
 volume = {26},
 year = {2002}
}