Theory for the Educational Evaluation of Heizi OIKAWA in the 1930s

Abstract

Heizi OIKAWA (1875-1939) was one of the most distinguished researchers in Japanese curriculum study. The aim of this paper is to analyse his educational theory and practices guided by him in the elementary school attached to Akashi Women's Normal School, especially focusing on the educational evaluation. Although he didn't use the word 'educational evaluation', his theory and practices in the 1930s to some extent reflected change from educational measurement to educational evaluation. First, he incorporated the view of criterion-referenced evaluation. He asserted that criterion of educational results should be derived from clearly defined educational objectives, and that tests should not be used to inspire competition among children. Secondly, he maintained the importance of teacher's initiative in the creation of educational objectives. In his view, the results of pupils' measurement should be used to improve teaching methods and reconstruct curriculum adaptable children's needs and abilities. Thirdly, he attached importance to the objectivity of the criterion. At the same time, he tried to evaluate children's activities and attitudes qualitatively. Here lied some crucial problems. Tests for the evaluation of the activities and attitudes turned out to be far from objective, but often superficial. This indicated theoretical and practical difficulty he faced in his pursuit of the educational evaluation.