Abstract
This paper examines a learning support approach in inquiry-based learning through self-assessment using a rubric. A questionnaire survey and self-assessment using a rubric were conducted in a class in inquiry-based learning for ninth graders. Through analysis of their self-assessment results, the students recognized that they generally acquired knowledge and skills concerning information organization and the manner of information use. However, there were still some problems with information locate and information analysis. The necessity to improve worksheets and to design a curriculum taking account of cooperation with other subjects and the school library was pointed out. In addition, students of high skill in practical use of information or who saw rubrics frequently satisfied the standards that lead to acquisition of a higher skill of information use, compared to students of low skill or who did not see rubrics frequently. With differences in information utilization utilization ability of students taken into consideration, methods of learning support and those involving more effective use of rubrics should be further examined.
