2021 Volume 42 Pages 197-211
The purpose of this study was to clarify the advantages and limitations of employing perspectives of observation in an educational evaluation of artistic play activities by conducting such of the lower grades of elementary school. The author examined second graders comprehensively by conducting an analysis employing perspectives of observation as the coding method and a quasi-episode description. The results revealed that perspectives of observation have a function of securing the construct validity of learning content. Teachers’ views are broadened and they become aware of the outcomes, problems, and potentialities of their learners. However, it was not sufficient to support children’s logic, which may be considered the origin of artistic play activities. In conjunction with phenomenological methods, it is imperative to develop measures that create hypothetical structures.
