数学教師のアセスメント・リテラシーに関する一考察―理論的枠組みの提案―

抄録

　　 Conventionally, “assessment” of education was considered as summative assessment like test results and performance etc. But now, it has been strongly desired to improve the teaching on grasping the actual situation of students. Today, while there are many discussions about the teachers’ teaching, on the other hand there is no teachers’ assessment. Even if many researches such as wrong answer analysis were conducted in mathematics education research, it does not have a position as the teacher’s competency. Therefore, there is need to clarify the assessment literacy of teachers as teacher education research.

　　 In this research, it was firstly considered the background that has not been aware of the assessment literacy on teachers so far. It was clarified that the necessity for conversion to the continuity of the teaching and assessment through focusing on value judgement and problem-solving of educational assessment.

　　 Assessment literacy is not simply points to only the “knowledge  of student”, it was revealed to regard as a composite knowledge associated with subject matter contents and teaching methods. Then, in the conventional teacher education research it was pointed out that the assessment literacy has not been sufficiently discussed. Finally, it was revised the theoretical framework of assessment literacy based on the model of Abell & Siegel (2011).