This research posits that knowledge and skills should be formed beyond the individual. That is, if we can take knowledge and skills beyond simple internalization, we can turn our attention to relationships with other people and resources, especially learning resources. In other words, this study aims to develop learning evaluation that grasps the degree of participation in a civil society.
To achieve this purpose, the study discusses the following points. First, it clarifies the principle of learning evaluation as participation in a civil society. If one relies on orthodox peripheral participation, learning will be participating in the community. In addition, participation needs to be designed to have a meaning and value in a civil society.
The second point of discussion is grasping the degree of participation in a civil-society community by taking up narratives on knowledge and skills gained by a social studies student in a specific elementary school. This clarifies that students are transforming into citizens.
The third point is to clarify the principle of learning evaluation focusing on participation in civil society, which is evaluation by a third party other than the teacher. With that, we endow social studies with meaning and value in a civil society.
The fourth point of discussion is confirming learning evaluation’s significance as participation in a civil society. In other words, by incorporating third-party evaluations by people other than teachers, we position learning assessment as a time to change as citizens.
The above points showed the significance of social studies learning assessment and its practicality for grasping the degree of participation in civil society.
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