日本語教育におけるルーブリック評価の標準モデル

Abstract

In this study, we examined the practice of rubric assessment in three major subjects in the discipline of Japanese Education in order to find the essential instructional methods that would enhance the interactive classes in Japanese Education. The purpose of this study is to suggest the proposal of a standard-model of rubric assessment in major subjects. As a result this study identifies the essential parts for making rubric models. Firstly, by showing rubric for a presentation, it was possible to share the assessments with learners that teachers/instructors tend to entrust all the time . Secondly, it was able to encourage learners' autonomy and to foster the ability to evaluate other people's presentation objectively. Thirdly, the study shows that the rubric assessments encouraged learners motivations because of the rubric assessments items and criteria in presentation evaluation clarified by this study. Thus, this study suggests a standard-model of rubric assessment for major courses in Japanese Education. This model can be used for evaluating learners' performance, especially in presentation. However, it is important to keep modifying the rubric items and criteria by considering the class contents, characteristics and goals so that these assessments can adjust class goals and learners' perspectives . As future tasks, by analyzing peer-evaluations, this study points to the further efforts to make instructional methods for minute assessments and to consider flexible rubric criteria.