Assessment for Learning Practices in Japan: Three Steps Forward, Two Steps Back

Autor/inn/en	Shimojima, Yasuko; Arimoto, Masahiro
Titel	Assessment for Learning Practices in Japan: Three Steps Forward, Two Steps Back
Quelle	In: Assessment Matters, 11 (2017), S.32-52 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1176-7839
DOI	10.18296/am.0023
Schlagwörter	Foreign Countries; Communities of Practice; Formative Evaluation; Feedback (Response); Cultural Influences; Cultural Relevance; Evaluation Methods; Educational Change; Global Approach; Inquiry; Student Projects; Educational History; Elementary Secondary Education; Higher Education; College School Cooperation; College Entrance Examinations; Culturally Relevant Education; Student Attitudes; High School Students; Japan + Suchen Sie Ihr Suchwort? Ausland; Community; Cultural influence; Kultureinfluss; Bildungsreform; Globales Denken; Schulprojekt; History of education; Bildungsgeschichte; Hochschulbildung; Hochschulsystem; Hochschulwesen; Aufnahmeprüfung; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	The dichotomy between content knowledge and 21st-century skills ("zest for life" in the Japanese context) has been an issue since the early 2000s in Japan. Recently it has been evident in the demand for a high school-university connection. In spite of such a division, involving apparently incompatible or opposite principles, Japan can integrate such a duality. This can be achieved both top down ("tatemae"), through official policy documents, and through daily cultural practices ("honne") using the common language of the school-based professional learning community (SBPLC) behind the scenes of lesson study. Capable teachers subconsciously already combine curriculum, pedagogy and subject-matter knowledge to recognise and respond to students' learning needs. The authors describe this using the metaphor of "three steps forward, two steps back" to illuminate assessment for learning classroom practices in Japan. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01