抄録
This paper reports on a teaching practice conducted in a Japanese language teacher training program in which learners’ essays were evaluated using flowcharts. Results from a post-class questionnaire indicated that participants developed an understanding of writing assessment methods as well as the importance of evaluation criteria. Furthermore, in-class discussions revealed several strategies for alleviating the difficulty of writing assessment, including establishing clear evaluation criteria, using sample essays and assessment examples, and sharing perspectives with others. These findings suggest that incorporating such approaches into teacher training programs can be effective.
https://ror.org/02zp6e752 
