入試に関する教育心理学的諸問題

I 大学入試

抄録

A large number of actual colleges and universities in Japan were raised to the status of university from former higher professional schools in 1948. Under anomie of the post World War II period, the selection method which had so far depended simply upon an achievement test was changed into a three-item form: an achievement test, a Scholastic Aptitude Test (SAT) and the high school records. The Scholastic Aptitude Test was gradually dropped and the selection method was minimized to an achievement test alone in 1955, and since then it has been carried on.
Colleges and universities increased distinctly in number, while excellent applicants concentrated on a small number of wellknown and distinguished universities. Thus it is difficult for examinees to succeed in the examination even if they have studied at a preparatory school for another chance to be enrolled even after they left high school. Items of achievement tests of entrance exams have become too difficult for students under regular curriculum in ordinary high schools. On this account, high schools demanded that colleges adopt SAT and/or high school records again to enable as many fresh high school graduates as possible to be enrolled in colleges. But the proposal was dropped together.
A marked tendency was seen lately: many high school students devote themselves to their study for exams and the education of the whole person (human qualities, or humanity) in high school is neglected. And then it was decided to make an attempt to carry on a new method at national and public colleges from 1979. This method is also notwithstanding an achievement test. I would say, things are not much different from what they used to be because both fresh graduates and students who failed the entrance exams and have been obliged to try again take together the same exam.
Educational and psychological problems caused by intense preparation for an entrance exam oblige students, for example, to neglect the promotion of their health and their human development.
Thereupon, a matriculation should not rely exclusively on an achievement test, but thoroughly run a follow-up survey on students and carry on a research study on how to select what type of students with due regard to the S.A. Test including their various achievements and evaluation of their whole person alities in high school.