Abstract
We implemented a portfolio assessment using rubrics as well as the development of four rubrics of capabilities for technology education in a national independent lower secondary school in Joetsu City. These rubrics comprised: 1) developing and communicating design proposals; 2) expressing and communicating; 3) technology assessment; and 4) putting crop cultivation into practice. This study examined the effect of practice on portfolio assessments by using the rubrics. In conclusion: 1) The average marks of the self-evaluation at the second try were significantly higher than the self-evaluation at the first try. This result may account for the effect of the importance to take evaluation of the group before as well as pupils' self-evaluation to grow high-level learning capability such as "capability of expressing and communicating." 2) Commissioning of the portfolios had the effect that pupils became aware of rubrics not as the teacher's assessment standard but as standards for their self-evaluation.
