@article{oai:niigata-u.repo.nii.ac.jp:00007791,
 author = {岩﨑, 保之},
 journal = {現代社会文化研究, 現代社会文化研究},
 month = {Nov},
 note = {This research aims at developing the assessment activity which may enhance ajuvenile self-assessment capacity for a period of integrated study. Research of two educative practices tried the following assessment activities. 1. The viewpoint of an assessment as a school is presented to students beforehand. 2. Two turning points are prepared in a unit and expression activities are performed at every turning point. At turning point one、students carry out a self-assessment using the assessment criterion which the teacher showed. After turning point one、students do a self-assessment using assessment criterion which is set up by students themselves. 3. In the expression activities at every turning point、a mutual assessment is performed about the contents of the presentation or its method. Referring to the result of the mutual assessment、students make a self-assessment of the learning prior to the turning point. This is based on previous assessment criterion. Then students describe the leaning outcome and the assignment freely with their own description. In consideration of point 3、mutual assessment must be performed in a functional way. For example、limiting a partner within a same group. Or by using tags. By analyzing students' free description、it became clear that the assessment activity mentioned above is effective.},
 pages = {227--244},
 title = {児童の自己評価力を高める評価活動の研究},
 volume = {31},
 year = {2004}
}