2003 年 12 巻 p. 68-79
In the “integrated study”, learning how to assess a student's performance, and assign points to each student, is of great importance for a teacher. Firstly, it is imperative for a teacher to accept that each student is a unique individual with different learning capabilities in different study environments. Secondly, it is also important for the teacher to encourage each student to good learning and growth and to support each individual student's strengths.
Once the school has defined the parameters and has established the criteria of assessment, the teacher must then carefully integrate and find a balance between the “criterion referenced assessment” and the “individual assessment” done through one on one consultations with each student.
This paper addresses the careful application of encouragement in a “conference” setting. A “conference” setting is defined as a two-way interactive consultation between the student and the teacher. In a practice “conference” setting it became evident that support in the form of encouragement (and less criticism) was primary in order to fulfill the hopes and aims of each student and the targets and goals set by the teacher in a subject of study.
Eight conditions were confirmed with regard to the importance of “appropriate guidance” in the “conference”. In addition, it became clear that the assessment should be carried out as the “consultation function” integrated with “appreciation”, “alignment”, “compliment”, “interpretation”, and “positioning". In addition to the importance of appropriate guidance and student encouragement, it also became increasingly clear that the teacher and the student enjoyed and maintained a strong sense of fellowship. Through daily interactions and consultations, the teacher could also maintain a sense of participation in the students' learning and growth.
