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日本における授業研究の方法論の体系化と系譜に関する開発研究
Get PDF平成12-14度科学研究費補助金(基盤研究(B)(1))研究成果報告書 課題番号：12480041 研究代表者：松下佳代 (京都大学高等教育教授システム開発センター助教授)平成13度科学研究費補助金(基盤研究(B)(1))研究成果報告書 課題番号：12480041 研究代表者：藤岡完治(京都大学高等教育教授システム開発センター 教授
Educational Practices for Cultivating Competencies
No full textThis paper explores the concept of competencies as part of “new concepts of ability, ” aiming to delineate their essential characteristics and to identify educational practices for their development. The notion of competency, pivotal across various educational sectors-including postgraduate professional, liberal arts, and specialized education-remains subject to debate regarding its definitive features. We define competencies as action-oriented, holistic and integrative, responsive to demands, and evolving over an individual's lifetime. To enhance the pedagogical value of competency development, merely listing and hierarchizing the competencies as educational goals is insufficient. Instead, it is crucial for students to engage in integrative activities that embed those competencies, making them a property not only of educators but also of the students themselves
Organizing Faculty Development Activities on the University Campus and Collaborating between Universities (<15th Kyoto University Conference on Higher Education> Panelist3)
No full textProgram-level assessment of learning outcomes : Sum and trajectory
No full text寄稿 論文特集テーマ：今、大学の「学習成果」を再考するArticlesReflecting again student's learning outcomes in higher educationThe purpose of this paper is to present two concepts of assessing program-level learning outcomes, that is, learning outcomes acquired through degree programs, and to examine and propose assessment methods considering the difference of these two concepts. The concept of “sum” means to grasp the learning outcomes at the program level as the sum of individual courses while disregarding the time aspect. On the other hand, “trajectory” means to grasp learning outcomes along with the progress of student learning and with the time aspect included. The current trends in assessment of program-level learning outcomes in Japanese universities are biased toward the sum-based methods, which have the problem of adding up multiple, ambiguous, and substantially different competences, and do not take into account changes in these competences during undergraduate education. In this paper, we pointed out that it is necessary to supplement the sum-based methods with trajectory-based ones. Furthermore, as concrete illustrations that combine both methods, we examined the case of Minerva Schools at KGI and introduced an original method called Pivotal Embedded Performance Assessment (PEPA) and its practical applications
<Articles by the Center Staff and Research Fellows>The Development and Challenges of Competency-Based Education in Japanese Universities: Toward a Post-Pandemic University Education
No full text第一部 論考本稿は、2021年10月15・16日に、Korean Association of General Education（KAGEDU）およびKorean Council for University General Education（KCUGE）の主催で開催された2021 International Forum on Liberal Educationでの講演原稿（日本語）を、主催者の許可を得て転載したものである。なお、転載にあたって一部、加筆修正を行った。I Articles本稿の目的は、2000年代以降の能力ベース教育（Competency-Based Education: CBE）の世界的な動向をふまえつつ、日本の大学におけるCBEの政策的導入の経緯を概観し、その課題を指摘することである。現在、日本では、多くの大学の卒業認定・学位授与の方針（DP）に「能力（コンピテンシー）の涵養」が挙げられ、それを達成するために教育課程の編成・実施、学修成果の評価が行われることになっている。だが、「コンピテンシー」の意味が、主に経済活動の場としての社会にとって有能な人材のもつ「資質・能力」へと切り詰められており、そのために、〈専門職/職業教育モデル〉〈伝統的リベラルアーツ・モデル〉〈ディシプリンモデル〉〈有能な市民/人材モデル〉など多様なモデルが棲み分け・競合する日本の大学教育全体をカバーする目標概念にはなりにくくなっている。また、プログラムと各科目を結びつけようとするなかで、コンピテンシーの要素主義化や形式主義化がもたらされているという懸念もある。現在、OECDで提案されているコンピテンシーは、経済発展や所得・雇用だけでなく社会と個人のウェルビーイングのために必要な能力であり、現実世界の課題に対して、知識、スキル、態度・価値観を結集・統合させて取り組むための能力だと考えられている。また、AAC&UのEssential Learning Outcomesも同様の性格をもっている。本稿では、現在の日本のCBE、とりわけその要素主義化と形式主義化に対するオルターナティブとなりうる取組として、ミネルヴァ大学と東京都市大学の事例を検討した。時間ベースの教育観を相対化し、正課と正課外を架橋しながら学生の能力の育成を図ろうとするCBEの視点は、コロナ後の大学教育を展望する上でも有効であろう。The purpose of this paper is to provide an overview of the history of the policy introduction of Competency-Based Education (CBE) in Japanese universities and to point out its challenges, while taking into account the global trend of CBE since the 2000s. At present, many universities in Japan have a Diploma Policy (DP) that includes cultivating competencies as one of the criteria for graduation, and in order to achieve this, curricula are organized and implemented, and learning outcomes are assessed. However, the meaning of “competency” has been reduced to the “qualities and abilities” of human resources capable of contributing to society as a place of economic activity. This has made it difficult for competency to become a concept that covers the entirety of university education in Japan, where various models such as the professional/vocational education model, the traditional liberal arts model, the scholarly disciplinary model, and the effective citizen/human resources model are separated and compete with each other. There is also a concern that the attempt to link a degree program with individual courses is leading to the fragmentation and disembodiment of competencies. The competencies currently proposed by the OECD are considered to be necessary not only for economic development and employment but also for the well-being of society and individuals, and for tackling real-world problems by mobilizing and integrating knowledge, skills, and attitudes and values. The AAC&U’s Essential Learning Outcomes also have a similar character. This paper examines the cases of Minerva University and Tokyo City University as possible alternatives to the current CBE in Japan, especially its fragmentation and disembodiment. The perspective of CBE, which strives to rethink the time-based view of education and to develop students’ abilities by combining formal education with co-curricular activities, may be useful in envisioning university education after COVID-19
<Articles by the Center Staff and Research Fellows>What Are Competencies in Education? Their Essential Characteristics and the Triple Model
No full text第一部 論考I Articles本稿では、近年の世界的な教育改革のキー概念であるコンピテンシーについて、代表的な事例の検討をもとに、その本質的特徴を抽出し、「コンピテンシーの三重モデル」を提案した。本質的特徴とは、行為志向である、ホリスティックで統合的である、要求に応えるものである、生涯を通じて発達・変容する、の4点である。「コンピテンシーの三重モデル」には、3つの要素（知識、スキル、態度・価値観）、3つの関係性（対象世界、他者、自己）、3つの層（内的リソース-コンピテンシー（狭義）-行為と省察）という3種類の三つ組が含まれる。このモデルにそって、本稿では、コンピテンシーを「ある要求・課題に対して、内的リソース（知識、スキル、態度・価値観）を結集させつつ、対象世界や他者と関わりながら、行為し省察する能力」と定義した。コンピテンシーをこのように把握することは、カリキュラムと評価に対して、「資質・能力の3つの柱」の見直し、カリキュラムにおける統合の必要性、PEPA（重要科目に埋め込まれたパフォーマンス評価）の提案、コンピテンシーの発達・変容の把握といった具体的な示唆を与える。本稿ではまた、これまでなされてきたコンピテンシーへの批判を、その本質的特徴にそって検討しながら、コンピテンシーという概念の意味的な偏りを浮き彫りにした。と同時に、コンピテンシーの「偏り」が「危うさ」に転化しないようにするためには、コンピテンシーの評価がどう行われているか、要求が誰の・どんな要求か、を注視する必要があることを指摘した。In this paper, we characterized the essential features of competency, a key concept in recent global educational reforms, based on a review of representative case studies, and proposed a Triple Model. The four essential features are action-oriented, holistic and integrative, demand-responsive, and developmental and transformational throughout life. The Triple Model includes three types of triads: three elements (knowledge, skills, attitudes & values), three relationships (objects, others, self), and three layers (internal resources, competencies (narrow sense), action and reflection). In line with this model, this paper defined competency as “the ability to mobilize internal resources (knowledge, skills, attitudes & values) in response to a particular demand or task, and to act and reflect while interacting with the objects and others.” This perspective on competency provides concrete suggestions for curriculum and assessment, including a review of the “three pillars of competency, ” the need for integration in the curriculum, a proposal for PEPA (Pivotal Embedded Performance Assessment), and an understanding of the development and transformation of competency. This paper has also highlighted the possibility of a semantic bias by examining the criticisms of competency along its essential features. At the same time, we pointed out that in order to prevent the “bias” of competency from turning into a “threat, ” it is necessary to pay attention to how competencies are assessed and whose and what demands they are responsive to
Competences as Learning Outcomes and Their Assessment: Potential and Challenges of Rubric-based Assessment
No full text後期近代社会への移行が本格化した1990 年代以降、期待される学習成果（目標）として能力を掲げ、その学習成果を評価することが、高等教育において重視されるようになってきた。本稿の目的は、ルーブリックを用いた評価に焦点をあてて、学習成果としての能力の評価の可能性と課題を明らかにすることにある。そのために本稿では、AAC&U（アメリカ大学・カレッジ協会）の提案した、目標としての「本質的学習成果」と、評価ツールとしての「VALUE ルーブリック」を取り上げて、それがわが国の学士課程教育に与える示唆を検討した。本質的学習成果では知識・理解と区別される重要な一般的能力（あるいはジェネリックスキル）が抽出され、VALUE ルーブリックはその評価のためのメタルーブリックを提供している。だが、その範囲は教養教育に限定されており、わが国の学士課程教育全体をカバーするものではない。本稿では、歯学教育でのPBL におけるルーブリック開発の事例を取り上げて、職業教育と結びついた専門教育の中で、問題解決という一般的能力がいかに具体化され、評価されうるかを例証した。Since the 1990s, when the characteristics of late modern society became evident, higher education institutions and organizations began to establish generic competences as expected learning outcomes (i.e., goals) and assess them. This study examines the potential and challenges of assessing competences as learning outcomes, focusing on rubric-based assessment. We investigated the Essential Learning Outcomes (ELO) as goals and the VALUE Rubrics as an assessment tool, both of which were proposed by the Association of American Colleges and Universities (AAC&U), examining their implications for Japanese higher education. The ELO comprises important generic competences as well as disciplinary knowledge, and the VALUE Rubrics are designed as metarubrics to assess those competences. However, the ELO and the VALUE Rubrics cover only liberal education, not the full range of Japanese undergraduate education. Taking an example from a Problem-Based Learning (PBL) practice in a faculty of dentistry, we illustrated how problem solving competence is embodied in professional education as well as in liberal education and is assessed through rubrics localized for each discipline
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