2017 Volume 40 Issue 4 Pages 349-356
There are few lectures and programs on systematic learning of assessment in Japan. In case study of “Basics IV for elementary schools” at the Faculty of Education at X University, the author examined how this lecture fostered preservice teachers’ assessment competence. In 13 items of assessment competence, the results showed that all of them increased after the lecture. In addition, as the author analyzed participants’ images of assessment by their metaphor, their images were significantly changed from “fixed” to “variable” However, the items about “understanding and practice of assessment needed in the future” (e.g. 21st century skills) were lower than the other items, and participants had difficulty of writing unit plans based on these perspectives, so that we might examine further how to design tasks and elaborate materials.
