2021 Volume 46 Pages 85-95
In many cases, what has been perceived as “Evaluation” is basically a “Individuals” regardless of whether it is for rating purposes or for improvement purposes, and there is a common idea in how to judge and form the ability in a way that suits the purpose. However, judging from the above trend of rethinking the evaluation concept, the evaluation is not limited to the judgment of the learner’s ability by the teacher. In response to this trend, this paper discusses the potential of evaluation as an educational tool, and attempts to reexamine the concept of evaluation. 1) Evaluation can be measured in terms of building relationships among communities of practice. 2) The construction of the intersubjectivity by the dialogue between parties on the case and the narrative in which agreement can be made to produce the evaluation. 3) We will discuss that such evaluation is based on the idea that the act of “appraise” and the existence of a place for doing so itself have an emergent nature of creating new learning and connections. As a concrete example, since the subject of the study is “foreigner” the case of Japanese language education is one in which the guarantee of individual learning and development is inseparable from the establishment of social relationships and participation in communities. From this example, we will look specifically at how the aforementioned “Storytelling of Community practice” creates the “Evaluation” aspect and what value is found there.
