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  1. 210 大学院現代社会文化研究科
  2. 20 紀要
  3. 01 現代社会文化研究
  4. 第35号
  1. 0 資料タイプ別
  2. 03 紀要論文

1920年代の教育測定運動に対するデューイの立場

http://hdl.handle.net/10191/1135
http://hdl.handle.net/10191/1135
1bd46dee-74c7-42ad-aa8b-b0ee2ddbb3fe
名前 / ファイル ライセンス アクション
18_0225.pdf 18_0225.pdf (121.1 kB)
Item type 紀要論文 / Departmental Bulletin Paper(1)
公開日 2007-04-18
タイトル
タイトル 1920年代の教育測定運動に対するデューイの立場
タイトル
言語 en
タイトル 1920年代の教育測定運動に対するデューイの立場
言語
言語 jpn
キーワード
主題Scheme Other
主題 個性
キーワード
主題Scheme Other
主題 査定
キーワード
主題Scheme Other
主題 教師の理知
キーワード
主題Scheme Other
主題 テスト
キーワード
主題Scheme Other
主題 量的測定の限界
資源タイプ
資源 http://purl.org/coar/resource_type/c_6501
タイプ departmental bulletin paper
その他のタイトル
その他のタイトル Dewey's Position on the Educational Measurement Movement of the 1920s
著者 岩﨑, 保之

× 岩﨑, 保之

WEKO 56379

岩﨑, 保之

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著者別名
識別子 56380
識別子Scheme WEKO
姓名 Iwasaki, Yasuyuki
抄録
内容記述タイプ Abstract
内容記述 The purpose of this paper is to consider John Dewey's (1859-1952) position on the educational measurement movement, especially his view on quantity and quality in educational measurement, which was popular in the United States during the 1920s. First, the relationship between the educational measurement movement and Dewey is discussed based on previous studies. Dewey was very critical of the educational measurement movement and thought the use of tests should be limited. Next, Dewey's position on measurement in educational measurement is discussed based on his writings and papers. He argued that traditional schools had conducted tests and measurements in order to carry out school administration efficiently. Moreover, he regarded quality and quantity as interdependent. Therefore, he thought that "the limits of quantitative measurements" are determined by the intelligence of the teacher and the nature of the variables used to judge child achievements. He thought that in the case of traditional schools, exact quantitative determination of performance was used efficiently in evaluating progress in the "3Rs." Finally, based on Dewey's position as described above, I came to the conclusion that although it is acceptable for today's schools to use tests as one method of instruction, using them for other purposes is not acceptable.
書誌情報 現代社会文化研究
en : 現代社会文化研究

巻 35, p. 37-46, 発行日 2006-03
出版者
出版者 新潟大学大学院現代社会文化研究科
ISSN
収録物識別子タイプ ISSN
収録物識別子 13458485
書誌レコードID
収録物識別子タイプ NCID
収録物識別子 AN1046766X
著者版フラグ
値 publisher
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