Language：Japanese   Publisher：IDE大学協会  

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Language：Japanese   Publisher：JAPPAN ASSOCIATION FOR COLLEGE AND UNIVERSITY EDUCATION  

Tokyo City University has established a series of PBL courses named “SD PBL” and is trying to connect them to graduation research so that students graduate with higher levels of achievement. It also aims to transform the organization toward a learning system paradigm, with these courses functioning as key courses in Pivotal Embedded Performance Assessment (PEPA).

  This paper reported on the background of SD PBL and its implementation in each department.

  In 2020 and 2021, we conducted a focus group interview survey and thematic analysis with faculty members in charge of SD PBL courses based on their respective disciplines. The results suggested that common characteristics, such as learning through reflection and collaboration among teachers, were beginning to emerge in departments with good practices during the first two years.

  We hope to clarify the process of transformation of individuals and organizations while continuing our action research.

DOI： 10.60182/jacuejournal.44.1_30

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Language：Japanese   Publisher：JAPPAN ASSOCIATION FOR COLLEGE AND UNIVERSITY EDUCATION  

This paper provides an overview of the findings from theoretical and empirical studies that offer frameworks for the overall research project “Promoting Faculty Expert Judgement and Institutional Change by Facilitating the Use of Learning Outcomes Assessment Tools”. The fieldwork at the Institute on General Education and Assessment, IGEA, and the Frontiers of Science, FoS, shows underlying contexts and interplays between individuals, groups, the institution, and external organizations that support changes. The survey studies developed an original scale to capture the expert judgements of faculty at an individual level and examined the effectiveness of the FD program at the surveyed university. The theoretical studies applied the 4I framework to examine how the transformation to the learning system paradigm occurs.

DOI： 10.60182/jacuejournal.44.1_39

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Language：Japanese   Publisher：大学教育学会  

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Language：Japanese   Publisher：大学教育学会  

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Language：Japanese   Publisher：大学教育学会  

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Language：Japanese   Publisher：大学教育学会  

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Other Link： https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-18K02732/

Language：Japanese   Publisher：大学教育学会  

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Language：Japanese   Publisher：大学教育学会  

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

This paper addresses how to combine course- and program-level assessments and presents a new assessment method illustrated by a case of dental education program in Japan. Performance assessments are considered effective for evaluating knowledge integration and higher-order skills, while placing a burden on faculty, hence their feasibility as the program-level assessment is regarded lower than standardized tests or questionnaire surveys. We have developed several performance assessments at the course level, such as Modified Triple Jump for the PBL course. Based on this experience, we propose Pivotal Embedded Performance Assessment (PEPA) as a method for combining assessment at the course and program levels. The method limits the range of performance assessment to key courses directly linked to program goals and placed at the critical juncture points of curriculum, while entrusting the assessment of other courses to expert judgment of individual teachers. PEPA consists of the following procedures: systematization of curriculum and selection of key courses; design and implementation of performance assessments by a faculty team; setting passing criteria with incorporating the function of formative assessment; certifying the completion of the degree program. PEPA thus enables maintaining assessment feasibility and compatibility with a credit system, while ensuring assessment validity and reliability.

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Other Link： http://hdl.handle.net/2433/261206

Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

The purpose of this study was to examine the transformation of students' problem-solving ability, one of the higher-order skills, by performance assessment at the educational program level. The subjects were 82 students at the Niigata University's Faculty of Dentistry, who had studied under our problem-based learning (PBL) curriculum. For direct assessment of problem-solving ability, we used modified triple jump (MTJ) which had been developed as an assessment tool for our PBL program. We performed MTJ at three different time points during the second and the third year and assessed problem-solving ability of the students longitudinally. At the same time, we also examined the difficulty level of the three performance tasks used in MTJ from two aspects, conceptual contents and student perceptions. As a result, the assessment scores of MTJ improved significantly with moderate to large effect size along with their experience of PBL. The performance tasks used in MTJ became more complex along with the accumulation of learning contents in the curriculum, and student perceptions of difficulty level of the performance tasks showed similar results. In conclusion, the reason for the score improvement was not because the tasks of MTJ became easier but because problem-solving ability of the students improved. By considering the difficulty level of the performance tasks, we were able to assess the transformation of students' problem-solving ability at the educational program level from the results of embedded performance assessment in PBL courses.

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Other Link： http://hdl.handle.net/2433/261201

Language：Japanese   Publisher：大学教育学会  

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Language：Japanese   Publisher：大学教育学会  

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Language：Japanese   Publisher：大学教育学会  

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Other Link： https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-19K14275/

Language：Japanese   Publisher：大学教育学会  

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Publishing type：Research paper (scientific journal)  

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Other Link： https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-18H01033/

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

An assessment of students' performance in active learning process is highly time consuming and requires a considerable effort. As a result, the so-called "assessment fatigue" is a concern among teachers. However, since the assessment itself could be a powerful learning tool for students and if the teachers recognized that it could lead to their growth, they would consider this challenging task as worthwhile. We have developed and have been using a modified triple jump (MTJ) as an assessment tool for our PBL program. In this report, we tried to find out the factors that make this performance assessment function as learning for students based on their perceptions. The subjects were 64 students at the Faculty of Dentistry of Niigata University who experienced our MTJ three times during their undergraduate education program. A questionnaire survey was conducted after each assessment and description contents were analyzed by text mining. As a result of the content analysis, we concluded that MTJ encourages students to learn deeply and to reflect on their own learning. Furthermore, the results suggest that the effect of MTJ as "assessment as learning" depends on the real-world relevance of their learning tasks and the usefulness of acquired knowledges. Other important factors were appropriate disclosure of the assessment criteria along with students' skill of self-assessment and individual/continuous descriptive feedback from teachers.

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Other Link： http://hdl.handle.net/2433/241248

Language：English   Publishing type：Research paper (scientific journal)   Publisher：UNIV DEUSTO  

This paper addresses how to combine the course- and program-level assessments and presents a new method illustrated by a case of dental education program in Japan. Performance assessments are considered effective for evaluating knowledge integration and higher-order skills, while placing a burden on faculty, hence their feasibility as the program-level assessment is regarded lower than standardized tests or questionnaire surveys. We have developed several performance assessments at the course level, such as Modified Triple Jump for the PBL course. Based on this experience, we propose Pivotal Embedded Performance Assessment (PEPA) as a method for combining assessment at the course and program levels. The method limits the range of performance assessment to key courses directly linked to program goals and placed at the critical juncture points of curriculum, while entrusting the assessment of other courses to expert judgment of individual teachers. PEPA consists of the following procedures: systematization of curriculum and selection of key courses; design and implementation of performance assessments by a faculty team; setting passing criteria with incorporating the function of formative assessment; certifying the completion of the degree program. PEPA thus enables maintaining assessment feasibility and compatibility with a credit system, while ensuring assessment validity and reliability.

DOI： 10.18543/tjhe-6(1)-2018pp111-142

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Language：Japanese   Publisher：京都大学高等教育研究開発推進センター  

1. 高等教育研究開発推進センターウェブサイトリニューアル
2. 全学教育シンポジウム
3. 新任教員教育セミナー
4. プレFD
5. 他部局との連携

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Language：English   Publishing type：Research paper (scientific journal)   Publisher：UNIV DEUSTO  

Following on the 2008-2012 OECD Assessment of Higher Education Learning Outcomes (AHELO) feasibility study of civil engineering, in Japan a mechanical engineering learning outcomes assessment working group was established within the National Institute of Education Research (NIER), which became the Tuning National Center for Japan. The purpose of the project is to develop among engineering faculty members, common understandings of engineering learning outcomes, through the collaborative process of test item development, scoring, and sharing of results. By substantiating abstract level learning outcomes into concrete level learning outcomes that are attainable and assessable, and through measuring and comparing the students' achievement of learning outcomes, it is anticipated that faculty members will be able to draw practical implications for educational improvement at the program and course levels. The development of a mechanical engineering test item bank began with test item development workshops, which led to a series of trial tests, and then to a large scale test implementation in 2016 of 348 first semester master's students in 9 institutions in Japan, using both multiple choice questions designed to measure the mastery of basic and engineering sciences, and a constructive response task designed to measure "how well students can think like an engineer." The same set of test items were translated from Japanese into to English and Indonesian, and used to measure achievement of learning outcomes at Indonesia's Institut Teknologi Bandung (ITB) on 37 rising fourth year undergraduate students. This paper highlights how learning outcomes assessment can effectively facilitate learning outcomes-based education, by documenting the experience of Japanese and Indonesian mechanical engineering faculty members engaged in the NIER Test Item Bank project.

DOI： 10.18543/tjhe-5(1)-2017pp41-73

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Language：Japanese   Publishing type：Research paper (scientific journal)  

A current debate surrounding educational reform focuses on self-assessment abilities. In this research, during the performance assessment of problem-solving abilities, students were asked to assess themselves. We then attempted to promote students' reflection on the reasons behind the differences between self- and teacher assessment. Using both quantitative and qualitative data, we examined how reflection affected students' self-assessment. The results indicated that students increased their awareness of the meaning of the rubric descriptors and what was required by the tasks. Finally, we discovered that students were likely to determine their own weaknesses based on the differences from the teacher assessment and create an in-depth reflection that leads to further learning. This type of "assessment as learning" could also indicate a promising direction for utilizing rubrics in students' learning.

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Other Link： http://hdl.handle.net/2433/243350

Language：Japanese   Publisher：Japan Society for Educational Technology  

DOI： 10.15077/jjet.s40078

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Other Link： http://hdl.handle.net/2433/243248

Language：Japanese   Publisher：Japan Society for Educational Technology  

This study aimed to examine the feasibility of active learning scale by Item Response Theory (IRT). The participants were 735 university students (51.4% were female). Firstly, factor analysis revealed the active learning scale had a single-factor structure. Secondary, discrimination parameter, threshold parameters, item response curve, and item information curve were calculated by IRT. Thirdly, item group were extracted from the item response curve, and test information based on item groups were calculated. Lastly, we discuss about meaning and task of active learning scale.

DOI： 10.15077/jjet.40056

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Language：Japanese   Publisher：一般社団法人 日本機械学会  

DOI： 10.1299/jsmemag.120.1188_38

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

From 2016 onwards Kyoto University have utilized a unique entrance examination––a type of admission office (AO) entrance examination––in order to facilitate the "articulation between high school and university." The introduction of this new entrance examination was prompted by university entrance examination reforms introduced by the Ministry of Education, Culture, Sports, Science and Technology (MEXT). The Faculty of Education at Kyoto University designed its own entrance examination, its distinctive characteristic being the use of performance assessment. Specifically, it uses a selection method that combines the four following elements: a "learning outcome report" and attached portfolio; a "learning design report" outlining the student's plans and prospects regarding their future studies and career; an oral examination; and performance tasks, based on several documents provided, to measure reading, critical thinking, and problem-solving abilities. This study confirms that this unique entrance examination used in 2016 at the Faculty of Education has a significant impact on facilitating the articulation between high school and university. The examination successfully targets and assesses different learning outcomes of high school education from those who were assessed in the previous general entrance examinations. Particular strengths of the unique examination included the assessment of broad learning outcomes, by evaluating portfolios, and the development of unique performance tasks. The positive effects of these changes were also revealed in interviews with successful candidates, and in a follow-up survey conducted during the first-year course "Introduction to Educational Studies I."

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Other Link： http://hdl.handle.net/2433/219551

Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

A key responsibility of universities is to foster of high-level, general-purpose cognitive abilities, including problem-solving abilities and logical thinking skills. The focus is now on performance assessments and rubrics. Research on the accuracy of these types of assessments is still in the developmental stages, and accumulation of data is needed. This study used item response theory (IRT) to analyze data on such assessments performed in test classrooms. The purposes were to (a) elucidate rubrics from a variety of perspectives as well as theoretical aspects of measurement for overall assessments, and to (b) observe relationships between students' skill scores as predicted by IRT and the actual total scores as added together for all perspectives, to obtain practical propositions. The results showed similar skill prediction accuracies for all students assessed in our study. A correlation greater than 0.9 was found between skill scores as predicted by IRT and the actual score totals, suggesting that the use of total scores for practical purposes is appropriate.

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Other Link： http://hdl.handle.net/2433/209907

Publishing type：Research paper (scientific journal)  

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Language：Japanese   Publishing type：Research paper (scientific journal)  

In this research, the problem-solving abilities of students in a Problem-Based Learning (PBL) course, held over a year, were observed through two performance assessments, at the end of the first and second semesters, respectively. Learning processes, such as studentsʼ approach and attitude toward learning in the course, were also evaluated through surveys individually completed by the students. These learning processes (indirect assessments) were then analyzed for their power to explain changes in the studentsʼ problem-solving abilities (direct assessments), and an integration of the direct and indirect assessments was attempted. First, through an analysis of the reliability of learning-process measurements from the perspectives of consistency and stability, a sufficient value was obtained for the reliability coefficient. Next, a sufficient value was also obtained using generalizability theory to analyze the reliability of evaluations of problem-solving ability, which were carried out twice by three instructors. Then, after the problem-solving ability in the first semester was controlled, the degree of explanatory power that learning processes have with respect to problem-solving ability in the second semester was analyzed using hierarchical multiple regression analysis. These results revealed that rehearsal strategies for learning by repetition have significant explanatory power. The fact that such strategies influenced changes in problem-solving abilities, which are higher-order cognitive abilities was thought to be a reflection of the characteristics of the medical and dental science disciplines, which demand a wide range of specialized knowledge. How the knowledge that was obtained from integrating direct and indirect assessments in this manner could put into practice is then discussed.

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Other Link： http://hdl.handle.net/2433/243342

Language：Japanese   Publisher：大学教育学会  

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Other Link： https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-13J07952/

Language：Japanese   Publisher：京都大学  

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Other Link： https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-24530953/

Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

The purpose of this study was twofold: (a) to evaluate different needs for supporting Faculty Development activities, and (b) to examine what activities contribute to the educational improvement at the university, using survey data gathered by the Kansai Faculty Development Association in 2012. In total, 277 faculty members, 68 university staff members, and 3 unknowns across Kansai region participated in this study. They were divided into three groups by the size of university they are affiliated with: large-, middle-, and small-sized. Our analyses revealed that the needs for supporting Faculty Development activities were consistent across university size, and that improvement in higher education was promoted by cooperation between faculty members and information sharing and exchange for small- and middle-sized universities, and cooperation between faculty members for large-sized universities. Our findings suggest the importance of information sharing and exchange for small- and middle-sized university faculty members and staff members. We strongly believe that formation of interuniversity networks holds the key to promote sharing and exchange of information about Faculty Development.

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Other Link： http://hdl.handle.net/2433/169741