2007 年 23 巻 2 号 p. 1-14
The purpose of the present research was to study how well file portfolios, rubrics, and DVD portfolios help parental guardians understand how students are doing. The study was conducted in the context of physical education classes in elementary school.
Compared to the government-approved report cards or student records typically used until now, file portfolios, rubrics, and DVD portfolios generally give parental guardians a better feel for how the students under their care are doing. This suggests that they may be useful tools when explaining student progress to parents and guardians.
Regarding the learning method (which is ultimately a process), file portfolios and rubrics appear to be better at helping parental guardians understand learning status than DVD portfolios. On the other hand, in physical education classes DVD portfolios seem to give parental guardians a deeper understanding of performance (a measure of skills and growth) than do file portfolios and rubrics.
The following are things to note closely if one wishes to explain student progress to parents and guardians.
When using a file portfolio, a description of how students work on open-ended assignments independently and in groups should be recorded and filed in the form of structured memos and review sheets. In addition, with rubrics it is important to impart a review of the mid-term during the second half of the term. In that way, file portfolios that include rubrics can be expected to have a positive influence on guardians' understanding of student progress.
When using DVD portfolios, because it is easier for parental guardians to pay attention to performance, it is necessary to contribute to improving performance targeting all learners. In addition, it is essential to enhance the devices used to store images and perform dubbing.
Taking these important notes into consideration, it appears that when explaining learning status to parental guardians, using file portfolios, DVD portfolios, and rubrics help deepen their understanding of how the students under their care are performing.