࠙≉ 㞟ࠚ
!
ບث͈क़૧ ̿ȶஜ̧࢜ުȷ͈࡛̫࢜̀ͅȝ
Renovating Assessment for the Future:
Toward Forward-looking Approach to Designing Lessons
!
ฒକġ ইɖ
SHIROUZU Hajime
Abstract
Recent-day society requires of every learner the competency to learn and to empower his or her own competency in a sustainable way. International projects such as the ATC21S project are under- way that name these important yet still unclearly-defined competencies as “21st century skills”, and consider assessments and teaching for them. These projects aim at going beyond the international comparison of benchmark test results. Instead, every country, state, or school strives to set their own learning goals, to share big data not only of achievements but also of learning processes, and to re- flect on the results of their action research. From those trials, we can learn how to set assessable goals, collect and analyze students’ conversations, writing and actions in situations with full use of ICT, and redesign future goals and classes.
This report illustrates this direction as a “forward-looking approach” to instructional design cou- pled with “concurrent, embedded, transformative assessment.” The report bases its theoretical view of assessment in the “assessment triangle” which has “cognition,” “observation” and “interpretation”
as its three corners. According to this view of the assessment triangle, even though we would like to know students’ cognition, we cannot assess it directly and thus approach it through some form of observation, which waits for our interpretation to make sense of what is going on in the students’
cognitive processes. By applying this view both to content learning and learning of the 21st century skills, this report demonstrates the necessity of 1) an iterative process of refinement of assessment using active learning and ICT and 2) expanding the capacity of all the stakeholders concerned.
㻌
㸨ᮾிᏛ㸦㧗᥋⥆◊✲㛤Ⓨࢭࣥࢱ࣮㸧࣭ᩍᤵ
ࡣࡌࡵ㻌
ḟᮇᏛ⩦ᣦᑟせ㡿࡛ࡣࠊయⓗ࣭ᑐヰⓗ࡛῝࠸Ꮫࡧࢆ㏻ࡋ࡚ࠊ⏕ࡁ࡚ാࡃࠕ▱㆑࣭ᢏ⬟ࠖࠊᮍ▱ࡢ
≧ἣࡶᑐᛂ࡛ࡁࡿࠕᛮ⪃ຊุ࣭᩿ຊ࣭⾲⌧ຊ➼ࠖࠊᏛࡧࢆே⏕ࡸ♫⏕ࡑ࠺ࡍࡿࠕᏛࡧྥ
࠺ຊ࣭ே㛫ᛶࠖ࠸࠺㈨㉁࣭⬟ຊࡢ୕ࡘࡢᰕࢆ୍యⓗ⫱ࡴ࠸࠺యᵓ㐀ࡀ♧ࡉࢀ࡚࠸ࡿࠋࡋ
ࡶࠊࡇࢀࢆᩍ⛉➼࡛⾜࠺ࡇࡀ┠ᣦࡉࢀ࡚࠸ࡿࠋࡑࡢព࡛ࠊᩍ⛉➼ࢆ㏻ࡌ࡚ࠊᏊ౪ࡓࡕࡀ ࠕఱࡀ࡛ࡁࡿࡼ࠺࡞ࡿࠖࡓࡵࠕఱࢆࠖࠕࡢࡼ࠺Ꮫࡪࠖࢆ⪃࠼ࡿࡇࡀᏛᰯ⌧ሙ࠾ࡅࡿ୰
᰾ⓗ࡞ᩍ⫱ㄢ㢟ࡢ୍ࡘ࡞ࡗ࡚࠸ࡿࠋ
ㄞ⪅ࡢࡳ࡞ࡉࡲࡶࠊᐇ㝿ࡢᩍᐊ࠾ࡅࡿ୍ே୍ேࡢඣ❺⏕ᚐࢆ㢌ᛮ࠸ᾋ࡚ࠊࡇࡢㄢ㢟ࢆ
⪃࠼࡚ࡳ࡚࠸ࡓࡔࡁࡓ࠸ࠋࡑ࠺ࡍࡿࠊඣ❺⏕ᚐࡀ୍ᖺ㛫࡛ᵝࠎ࡞ࡇࢆᏛࡧ࡞ࡀࡽࠊఱࡀࡇࡲ
࡛࡛ࡁࡿࡼ࠺࡞ࡿ࠸࠺ࡢࡣ୍ே୍ே㐪ࡗ࡚࠾ࡾࠊࡑࡢᏛࡧࢆࢹࢨࣥࡍࡿࡇࡣ┦ᙜࢳࣕࣞ
ࣥࢪࣥࢢ࡞ㄢ㢟࡛࠶ࡿࡇࡀゎࡉࢀࡿࡔࢁ࠺ࠋࡔࡽࡇࡑࠊྛᩍ⛉➼࡛ࡢᏊ౪ࡢጼࡸ࡛ࡁࡿࡇ
ࢆ⤖ࡧࡅࡿࡓࡵࡢࠕ࣒࣭࣐࢝ࣜ࢟ࣗࣛࢿࢪ࣓ࣥࢺࠖࡀ㔜どࡉࢀࠊඣ❺⏕ᚐࡀᏛᰯෆ࡛࡛ࡁࡿࡇ
Ꮫᰯእ࡛࡛ࡁࡿࡇࢆ⤖ࡧࡅࡿࡓࡵࡢ♫⥲ࡀࡾࡢᨭࡋ࡚ࠕ♫㛤ࢀࡓᩍ⫱ㄢ⛬ࠖ
ࡀᙉㄪࡉࢀ࡚࠸ࡿ⪃࠼ࡽࢀࡿࠋ
ࡇࡢࡼ࠺࡞┠ⓗ↷ࡽࡋ࡚ࠊయⓗ࣭ᑐヰⓗ࡛῝࠸Ꮫࡧ㸦࠸ࢃࡺࡿࠕࢡࢸࣈ࣭࣮ࣛࢽࣥࢢࠖ㸧 ࡢ⨨࡙ࡅࢆ⪃࠼ࡿࡓࡵࠊᏛ⩦ᣦᑟせ㡿ᨵゞ㛵ࢃࡿ⟅⏦㸦୰ᩍᑂ, 2016㸧ࡢḟࡢ୍⠇ࡀཧ⪃࡞
ࡿࠋ
㸦ࠕࢡࢸࣈ࣭࣮ࣛࢽࣥࢢࠖࡣ㸧ᙧᘧⓗᑐヰᆺࢆྲྀࡾධࢀࡓᤵᴗࡸ≉ᐃࡢᣦᑟ ࡢᆺࢆ┠ᣦࡋࡓᢏ⾡ࡢᨵၿࡲࡿࡶࡢ࡛ࡣ࡞ࡃࠊᏊ౪ࡓࡕࡢ
…ከᵝ࡛㉁ࡢ㧗
࠸῝࠸Ꮫࡧࢆᘬࡁฟࡍࡇࢆពᅗࡍࡿࡶࡢ࡛࠶ࡾࠊࡉࡽࠊࡑࢀࢆ㏻ࡋ࡚ࡢࡼ
࠺࡞㈨㉁࣭⬟ຊࢆ⫱ࡴ࠸࠺ほⅬࡽࠊᏛ⩦ࡢᅾࡾ᪉ࡑࡢࡶࡢࡢၥ࠸┤ࡋࢆ┠
ᣦࡍࡶࡢ࡛࠶ࡿࠋ
ࡇࡇ࡛ࡣࠊ༢ࠕᏛࡧࡢᙧࠖࢆኚ࠼ࡿࡇࡲࡽࡎࠊࡑࢀࢆࡋࡓᏊ౪ࡢᏛࡧࡢᐇ⌧║
ࡀ⨨ࢀ࡚࠸ࡿ⪃࠼ࡿࡇࡀ࡛ࡁࡿࠋࠕᑐヰᆺࢆྲྀࡾධࢀࡓᤵᴗࠖࡸࠕ≉ᐃࡢᣦᑟࡢᆺࠖ࠸࠺ࠕእ
ࡽぢ࠼ࡿࠖᤵᴗࢫࢱࣝࡢḟඖ࡛ࡣ࡞ࡃࠊࠕᏊ౪ࡓࡕࡢ㢌ࡸᚰࡢ୰ࡢࡼ࠺࡞ኚࡀ㉳ࡁࡓࠖ
࠸࠺ࠕእࡽぢ࠼࡞࠸ࠖᏛࡧࡢᐇ⌧ࡀၥ㢟ࡉࢀ࡚࠸ࡿࠋᩍဨࡀఏ࠼ࡓࡇࢆᏊ౪ࡓࡕࡣ࠺ཷ
ࡅṆࡵࡓࡢࠋᩍ࠼ࡓࡘࡶࡾ࣭ศࡗࡓࡘࡶࡾࡢᏛࡧࡲࡗ࡚࠸࡞࠸ࠋᩍဨࡀ⏝ពࡋࡓᩍᮦ
ࡸᏛ⩦ㄢ㢟ࠊᏛ⩦άືࢆࡋ࡚ࠊᏊ౪ࡓࡕ୍ே୍ேࡣᮏᙜࡢࡇࢁఱࢆᏛࢇ࡛࠸ࡿࡢࠋࡇ࠺ࡋࡓ ᮏ㉁ⓗ࡞Ⅼࡀၥࢃࢀ࡚࠸ࡿࠋࡋࡶࠊࡇࢀࡽࡢၥ࠸ࡢ⟅࠼ࡣࠊ⡆༢୍ࡘᐃࡲࡿࡶࡢ࡛ࡣ࡞ࡃࠊ Ꮫ⣭ࡈࠊ࠶ࡿ࠸ࡣඣ❺⏕ᚐ୍ேࡈከᵝ࡛࠶ࡿࠋࡔࡽࡇࡑࠊᩍဨࡣಶูලయⓗ࡞ㄢ㢟ྲྀࡾ
⤌ࡳ࡞ࡀࡽࠊࡑࡢᡭࡈࡓ࠼ࢆ㋃ࡲ࠼࡚ࠊᖖᤵᴗࡸᩍ⫱ࢆᮍ᮶ྥࡗ࡚ࠕ๓ྥࡁࠖసࡾኚ࠼⥆
ࡅ࡚࠸ࡃᚲせࡀ࠶ࡿࠋ
ᮏ✏࡛ࡣࠊ㈨㉁࣭⬟ຊࡢ⫱ᡂࢆ┠ᣦࡋࡓࠕ๓ྥࡁᤵᴗࠖࡑࢀࢆᨭ࠼ࡿホ౯ࡢ࠶ࡾ᪉ࡘ࠸᳨࡚
ウࡍࡿࠋࡑࢀࡣྠࠊᮏ≉㞟๓❶ࡲ࡛ࡢࠕ⥲ㄽࠖࢆᩍ⫱ㄢ⛬ࡸᤵᴗࡢࢹࢨࣥ࠸ࡗࡓࠕྛㄽࠖ
⤖ࡧࡅࡿᙺࢆᯝࡓࡍࡶࡢ࡞ࡿࠋ
㸯㸬ࠕ๓ྥࡁᤵᴗࠖࡣ㻌
ࠕ21ୡ⣖ᆺࢫ࢟ࣝࡢホ౯ᩍ⫱㸦Assessment and Teaching of 21st Century Skills: ATC21S㸧ࠖࣉࣟࢪ
࢙ࢡࢺࡣࠊ㈨㉁࣭⬟ຊ࠸࠺᪂ࡋ࠸ᩍ⫱┠ᶆࡢᑟධᑐࡋ࡚ࠊᩍ⫱⌧ሙࡀ࠸࡞ࡿኚࢆᚲせࡔ
ᤊ࠼ࡿࡘ࠸࡚ࠊḟࡢ㸱ࡘࡢࣞ࣋ࣝࢆᐃࡋ࡚࠸ࡿ㸦Griffin, McGaw & Care, 2012㸧ࠋ࡞࠾ࠊᮏ✏
࡛ࡣࠕ㈨㉁࣭⬟ຊࠖ࠸࠺⏝ㄒࢆෑ㢌グࡋࡓࠕ㈨㉁࣭⬟ຊࡢ୕ࡘࡢᰕࠖࡢព࡛࠺ࡀࠊ21ୡ⣖ᆺ ࢫ࢟ࣝࣉࣟࢪ࢙ࢡࢺ㛵㐃ࡋࡓ⠇࡛ࡣࠊࣉࣟࢪ࢙ࢡࢺࡢᐃ⩏ᚑࡗࡓ㝈ᐃⓗ࡞ព࡛࠺㸦ᐃ⩏
ࡘ࠸࡚ࡣᮏ❶3㸦2㸧⠇ཧ↷㸧ࠋ
ձ ຍᆺኚ㸦Additive change㸧㸸ኚ㠉ࡣࠊ᪂ࡋ࠸┠ᶆࡸᩍ⛉ෆᐜ㸦cf. ⎔ቃࠊᅜ㝿ࠊሗᩍ⫱㸧ࠊ ࢸࢡࣀࣟࢪࢆ㏣ຍࡍࡿࡔࡅ࡛ྍ⬟࡞ࡿぢࡿࣞ࣋ࣝࠋᚑ᮶ࡢᩍ⫱ෆᐜࡣࠊ㏣ຍࡍࡿࠕ✵ࡁࠖ
ࢆసࡾฟࡍࡓࡵ๐㝖ࡉࢀࡿࡇࡀ࠶ࡿࠋ
ղ ྠᆺኚ㸦Assimilative change㸧㸸㈨㉁࣭⬟ຊࡢྲྀࡾ⤌ࡳࢆ༢࡞ࡿຍぢࡿࡢ࡛ࡣ࡞ࡃࠊ
࣒࢝ࣜ࢟ࣗࣛࡶᩍ࠼᪉ࡶࠊᢈุⓗᛮ⪃ࡸၥ㢟ゎỴࠊ༠ㄪ࡞ࡢࢫ࢟ࣝࢆࡼࡾ㔜どࡋࡓࡶࡢ
⦅ࡍࡿᚲせࡀ࠶ࡿᤊ࠼ࡿࣞ࣋ࣝࠋ
ճ ୍యᆺኚ㸦Systemic change㸧㸸⌧ᅾࡢᏛᰯࡢ19ୡ⣖ᆺࡢᵓ㐀ࢆṧࡋ࡚ࠊࡑࡇ᪂ࡋ࠸せ⣲ࢆ
⤫ྜࡍࡿࡢ࡛࡞ࡃࠊᏛᰯ⮬యࢆ21ୡ⣖ᆺࡢᩍ⫱ᶵ㛵ࠊ࠼ࡤࠊ⮬ࡽࠕ▱㆑ࢆ㐀ࡍࡿᶵ㛵ࠖ
సࡾ᭰࠼ࡿࡇ࡛ࠊኚ㠉ࢆᐇ⌧ࡍࡿࣞ࣋ࣝࠋ
㸦Scardamalia et al., 2012, pp.238-239 ୍㒊⦅㞟㸧
ྠࡌࡼ࠺㈨㉁࣭⬟ຊ┠ᶆࢆᑟධࡋࡓࡋ࡚ࡶࠊຍᆺࡢኚࡋᘬࡁ㉳ࡇࡏ࡞࠸ࡢ࡛࠶ࢀࡤࠊ ᚑ᮶ࡢෆᐜࡅࡽࢀࡿᏛ⩦㛫ࡀῶࡾࠊ⤖ᯝⓗࡣࠕᗈࡃὸ࠸࣒ࠖ࢝ࣜ࢟ࣗࣛࡀᘏࡍࡿࡇ
࡞ࡿࠋຍ࠼࡚ࠊ⌧ሙࡢ⑂ᘢឤࡶቑࡍࡤࡾ࡞ࡿࠋࡑࢀࡺ࠼ࠊᑡ࡞ࡃࡶྠᆺࠊ࡛ࡁࢀࡤ୍యᆺ ࡢኚࢆ㉳ࡇࡋ࡚࠸ࡃࡇࡀ㔜せࡔࠊୖグࣉࣟࢪ࢙ࢡࢺࡣᙇࡍࡿࠋ
᪂ࡋ࠸ᩍ⫱┠ᶆࡢᐇ⌧ࡢࡓࡵࡣࠊࡢࡼ࠺࡞ᩍ⫱ホ౯ࡢࣉ࣮ࣟࢳࡀᚲせࡉࢀࡿࡢࡔࢁ࠺
ࠋScardamalia ࡽ㸦2012㸧ࡣࠊᚑ᮶ࡢᚋྥࡁ࡞ࣔࢹࣝࡢࣉ࣮ࣟࢳᑐẚࡋ࡚ࠊࠕ๓ྥࡁࣔࢹࣝࠖ
ࢆᥦࡍࡿࠋ
ձ ᚋྥࡁࣔࢹࣝ㸦Backward model㸧㸸᫂☜ᐃ⩏ࡉࢀࡓᩍ⫱ࡢ┠ᶆࡽ㏫⟬ࡋ࡚ࠊࡑࡇྥ࠺
ࡓࡵࡢୗ┠ᶆࢆタᐃࡋࠊⓎ㐩ẁ㝵࡞ᛂࡌ࡚Ꮫᖺࡈࡾࡿࠋᩍ⫱⌧ሙࡣࠊタᐃࡉࢀ
ࡓ┠ᶆࡽぢ࡚ࠊᏊ౪ࡢࣞ࣋ࣝࡢ㊊ࢆᢕᥱࡋࠊᕪࢆᇙࡵࡿࡼ࠺ᩍ⫱ࡍࡿࠋ࠸࡞ࡿ┠ᶆࡶࠊ
࠸⊂❧ࡋ࡚ホ౯࣭ࢸࢫࢺ࡛ࡁࡿࡼ࠺᫂グࡉࢀࡿࠋ
ղ ๓ྥࡁࣔࢹࣝ㸦Forward model㸧㸸᪤Ꮡࡢᩍ⫱┠ᶆࢆ௬ࡢࢦ࣮ࣝࡋ࡚ࠊᏊ౪ࡢࠕ࡛ࡁࡿࡇࠖ
ࠕࢃࡿࡇࠖࢆฟⓎⅬࠊࡑࢀࢆᘬࡁฟࡋ࡞ࡀࡽ┠ᶆࢆ㉸࠼ࡽࢀࡿࡼ࠺࡞ࠊࡼࡾࡼ࠸ᣦᑟ᪉ ἲࢆᩍ⫱⌧ሙࡀᖖᶍ⣴ࡋᐇ㊶ࡋᡂᯝࢆ᪥ࠎホ౯ࡍࡿࠋᏊ౪ࡀ┠ᶆࢆ㉸࠼࡚Ꮫࡪጼࢆぢࡏࢀࡤࠊ ࡑࢀྜࢃࡏ࡚┠ᶆࢆ㧗ࡃタᐃࡋ┤ࡍࠋ
21ୡ⣖ᆺࢫ࢟ࣝ࡞ࡢ㈨㉁࣭⬟ຊࡣࠊ▱㆑ࡸᢏ⬟㐪ࡗ࡚ࠊᢳ㇟ⓗ࡛ᐃ⩏࣭ホ౯ࡋࡃ࠸ࠋᩍ⫱
ࡢ┠ᶆࡀࠊ⛉Ꮫⓗ࡞▱㆑ࢆṇ☜ᢕᥱࡍࡿࡇࡸࠊ࠼ࡽࢀࡓၥ㢟ࢆຠ⋡ࡼࡃゎࡃࡇࡔࡗࡓ௦
ࡣࠊึᚰ⪅ࡀࡢࡼ࠺┠ᶆ฿㐩ࡍࢀࡤࡼ࠸ࢆ᥈ࡿࡇࡼࡗ࡚ᩍ⫱ࢆࢹࢨࣥࡍࡿࡇࡀ
࡛ࡁࡓࠋࡇࢀᑐࡋࠊ࠼ࡤࠊ▱㆑ᇶ┙♫ࢆ⏕ࡁᢤࡃࠕ㐀ᛶࠖࢆ┠ᶆࡋࡼ࠺ࡍࡿࠊࡑࢀ
ࢆ㌟ࡘࡅࡿࡓࡵࠊࡢⅬ࡛࠸࡞ࡿ⬟ຊࢆ㌟ࡘࡅ࡚࠾ࡅࡤࡼ࠸ࡢࢆ࠶ࡽࡌࡵつᐃࡍࡿ
ࡇࡣ㞴ࡋ࠸ࠋຍ࠼࡚ࠊ᪤Ꮡࡢ┠ᶆࡽ㏫⟬ࡍࡿࡔࡅࡢᚋྥࡁࣉ࣮ࣟࢳ࡛ࡣࠊᏊ౪ࡀ࡛ࡁࡿࡣࡎ ࡢ᪂ࡋ࠸┠ᶆࡢⓎぢࡸ⪃ࡶࡸࡾࡃࡃ࡞ࡿࠋ
࠼ࡤࠊࠕ⌮ㄽᵓ⠏ࠖࡣࠊ㐀ⓗ࡞▱ⓗసᴗࡢ᰾࡞ࡿࡀࠊ㧗ᰯ⏕ࡲ࡛ࡣ㞴ࡋ࠸┠ᶆࡔ⪃࠼ࡽࢀࠊ
ࡲࡎࡣࠊࡑࡢୗ┠ᶆ࡞ࡿࠕ௬ㄝ᳨ドࠖࠕ᮲௳ไᚚࠖࡽᏛ⩦ࢆጞࡵࡿࡁࡔ࠸࠺⪃࠼᪉ࡀ
࠶ࡗࡓࠋࡋࡋࠊࡓ࠼ࠊᑠᏛᰯࡢపᏛᖺඣ❺㸦Scardamalia & Bereiter, 2006㸧ࡸᑵᏛ๓ඣ㸦ᮏྜྷ, 1979㸧
࡛࠶ࡗ࡚ࡶࠊ㐺ษ࡞ᨭࡢࡶ࡛ࠊάື┠ⓗࢆඹ᭷ࡋࠊయᛶࢆᣢࡗ࡚ࢹ࣮ࢱࢆ㞟ࡵࠊࡲࡵ࡚⌮
ㄽࡍࡿ᥈✲㐣⛬ᚑ࡛ࡁࡿࠊ⌮ㄽᵓ⠏ᡂຌࡍࡿࡇࡀ᫂ࡽ࡞ࡗ࡚࠸ࡿࠋࡴࡋࢁࠊ௬ㄝ
᳨ドࡸ᮲௳ไᚚ࠸ࡗࡓ≉ᐃࡢ⛉Ꮫࢫ࢟ࣝ┠ᶆࢆศࡋ✚ࡳୖࡆࡼ࠺ࡍࡿᩍ⫱᪉ἲ⮬యࡀࠊᏊ ౪ࢆ↓⬟ぢࡏ࡚࠸ࡓྍ⬟ᛶࡀ࠶ࡿࠋ
࣏ࣥࢺࡣࠊᩍ⫱⌧ሙࡀ┠๓ࡢᏊ౪ࡢࠕ࡛ࡁࡿࡇࠖࡸࠕࡣ࡛ࡁ࡞࠸ࡀᕤኵࡍࢀࡤᘬࡁฟࡏࡿ
ࡇࠖࢆ㋃ࡲ࠼࡚ࠊࡑࡢྍ⬟ᛶࡢ㝈⏺ࢆᢲࡋᗈࡆࡽࢀࡿࡼ࠺࡞ᩍ⫱ࡀ࡛ࡁࡿ࡛࠶ࡿࠋࡑࡢࡓࡵ
ࡣࠊ⌧ሙࡀయⓗࡘᰂ㌾ࠊᩍ⫱┠ᶆࡸ᪉ἲࠊホ౯ࡢᅾࡾ᪉ࢆၥ࠸┤ࡍࡇࡀ࡛ࡁࡿ࠸ࡗࡓ せᅉࡶ㛵ࢃࡗ࡚ࡃࡿࠋ࠼ࡤࠊᅜࡀࡑࡢᩍ⫱ㄢ⛬ࡢᡂᯝࢆ᳨ドࡍࡿࡓࡵࠊࣥࣉࢵࢺ㸦┠ᶆタᐃ
ࡑࡢᐇ⌧ࡢࡓࡵࡢᇶ┙ᩚഛ㸧ࢆᅵྎࡋ࡚ࠊᕷ༊⏫ᮧࡸᏛᰯࡀᢸࡗࡓࣉࣟࢭࢫ㸦ᩍ⫱ࡢᐇ㐣⛬㸧
ࡘ࠸࡚ࠊࡑࡢ࢘ࢺ࣒࢝㸦ᩍ⫱ࡢ⤖ᯝ㸧ࢆ⮬ࡽࡢ㈐௵᳨࡛ドࡋࠊ㉁ࢆಖドࡍࡿ࠸࠺ࢩࢫࢸ࣒ࡀ
࠶ࡿሙྜࠊࡑࢀࢆ⌧ሙࡀ࠺ᤊ࠼ࡿࡘ࠸࡚ࠊᯇୗ㸦2013㸧ࡣḟࡢࡘࢆᐃࡋ࡚࠸ࡿࠋ
ձ ࢩࣥࢢ࣮ࣝࣝࣉࣔࢹࣝ㸸ୖグࢩࢫࢸ࣒ࡢ୰࡛ࠊᏛᰯ⌧ሙࡀ┠ᶆࢆ⤯ᑐどࡋࠊ⤖ᯝ┠ᶆࡢࡎࢀ
ࢆᇙࡵࡿࡇࢆࡓࡿᩍ⫱άືࡢ┠ⓗࡍࡿࣔࢹࣝ㸦ᅗ1㸧ࠋ
ղ ࢲࣈ࣮ࣝࣝࣉࣔࢹࣝ㸸ᩍ⫱┠ᶆ⤖ᯝࡢࡎࢀᑐࡋ࡚ࠊᩍ⫱⌧ሙࡀ᰿ᗏ࠶ࡿ௬ᐃࡸᯟ⤌ࡳࢆ
ಟṇࡍࡿࡇࡶチᐜࡉࢀ࡚࠸ࡿᤊ࠼ࡿࣔࢹࣝࠋ୍ᐃࡢ┠ᶆ㐩ࡍࡿࡓࡵࡢᏛ⩦ࢆ⫯ᐃࡋࡘࡘ
ࡶࠊࡑࡢ┠ᶆࢆసᴗ௬ㄝぢ࡞ࡋࠊኚᛂࡌ࡚௬ᐃࡸ๓ᥦࢆၥ࠸┤ࡋ࡚┠ᶆࢆಟṇ࣭㐀ࡍ
ࡿ㸦ᅗ2㸧ࠋ
ᅗ1 ࢩࣥࢢ࣮ࣝࣝࣉࣔࢹࣝ㸦ᯇୗ, 2013㸧 ᅗ2 ࢲࣈ࣮ࣝࣝࣉࣔࢹࣝ㸦ᯇୗ, 2013㸧
ᯇୗ㸦2013㸧ࡣࠊࢩࣥࢢ࣮ࣝࣝࣉࣔࢹࣝࡢḞⅬࡋ࡚ࠊࢸࢫࢺྥࡅࡓᩍ⫱ࡼࡿࠕᩍ⫱ࡢ▸ᑠ
ࠖࢩࣥࢢ࣮ࣝࣝࣉᏛ⩦ࡼࡿࠕᩍ⫱ࡢ◳┤ࠖࡢ㸰ࡘࢆᣲࡆ࡚࠸ࡿࠋ
๓⪅ࡣࠊᮏ᮶ࠊ┠ᶆᑐࡋ࡚ከᵝᏑᅾࡍࡿࡣࡎࡢホ౯ࡢ࠺ࡕࠊཷ㦂࡞ࡼࡗ୍࡚㒊ࡀࣁࢫ ࢸࢡࢫࡍࡿࠊࡑࡢホ౯࡛ዲᡂ⦼ࢆ࠾ࡉࡵࡼ࠺ࡋ࡚ࠊᩍ⫱┠ᶆࡸᩍᤵ࣭Ꮫ⩦άືࡀษࡾワࡵ
ࡽࢀࡿࡇࢆពࡍࡿࠋࠕ୰ᚰᩍ⛉↔Ⅼࡋ࡚ࠖࠕᏛຊྥୖࢆඃඛࡋࠖࠕ⣽࠸ィ⏬⦡ࡽࢀࡓᤵᴗ ࡀቑ࠼ࡿࠖ࠸࠺ࠕGERM㸦ࢢ࣮ࣟࣂࣝᩍ⫱ᨵ㠉㐠ື㸧ࠖ㸦Sahlberg, 2011㸧ࡶࠊࡑࡢ୍ࡘࡢ⾲ࢀ࡛࠶
ࡿࠋᚋ⪅ࡢࠕᩍ⫱ࡢ◳┤ࠖࡣࠊ᭱ึタᐃࡋࡓࢦ࣮ࣝࢆ㐩ᡂࡋࡓྰࢆ᳨ドࡍࡿࡔࡅࡢࢩࣥࢢ
࣮ࣝࣝࣉ࡛ࡣࠊኚࡢ⃭ࡋ࠸♫࡛ࢦ࣮ࣝࡀኚࢃࡗ࡚࠸ࡃࡇ࠺ᑐฎࡍࡿࡢࡢၥ㢟ࡀゎỴ࡛
ࡁ࡞࠸࠸࠺ࡇ࡛࠶ࡿࠋ
௨ୖࡢ๓ྥࡁࣔࢹࣝࡸࢲࣈ࣮ࣝࣝࣉࣔࢹࣝඹ㏻ࡍࡿࡢࡣࠊᩍ⫱┠ᶆࡸ᪉ἲࠊホ౯㛵ࡋ࡚ࠊᩍ
⫱⌧ሙయⓗ࣭⮬ⓗ࡞ุ᩿ࢆㄆࡵࡿⅬ࡛࠶ࡿࠋࡇࢀࡣᚑ᮶ࡢ᪥ᮏࡢྛᏛᰯ࠾ࡅࡿᩍ⫱ㄢ⛬⦅
ᡂࡢᙺ㚷ࡳࡓࡁࠊᙜ↛ࡢ๓ᥦᛮࢃࢀࡿ୍᪉࡛ࠊࡑࡢ๓ᥦࢆ୍ᒙᙉࡃ☜ㄆࡋ࡚࠸ࡇ࠺ࡍࡿ
ࡶࡢࡔゝ࠼ࡿࠋ⌧ሙࡀ᪥ࠎࡢᩍ⫱ࢆ୍✀ࡢᐇ㊶ⓗࠕᐇ㦂ࠖࡢሙぢ࡞ࡋࠊ⮬ศࡓࡕࡀ❧࡚ࡓ┠ᶆ
ᑐࡋ࡚ࠊࡢࡼ࠺࡞ᩍ⫱ࢆ⾜࠼ࡤࠊ⏕ᚐ࣭ඣ❺ࡀ฿㐩࡛ࡁࡿࢆ᩿ホ౯ࡋࠊ┠ᶆࡸෆᐜࠊᩍ
⫱᪉ἲࠊࡑࡢ๓ᥦ࡞ࡿࠕᏊ౪ࡣ࠸Ꮫࡪࡢࠖ࠸࠺Ꮫ⩦⌮ㄽࢆၥ࠸┤ࡍࡇࢆ᥎ዡࡋ࡚࠸ࡿ
ࢃࡅ࡛࠶ࡿࠋෑ㢌ࡢ୰ᩍᑂ⟅⏦ࡢᘬ⏝ぢࡿࡼ࠺࡞ࢧࢡࣝᴟࡵ࡚㢮ఝࡋ࡚࠸ࡿゝ࠼ࡿࠋ
㸰㸬๓ྥࡁ࡞ᤵᴗࢹࢨࣥࢆᨭ࠼ࡿホ౯ࡣ㻌
ᩍ⫱┠ᶆ;Ꮫ⩦⪅ࡽぢࢀࡤᏛ⩦ࡢࢦ࣮ࣝ;ᑐࡍࡿ⪃࠼᪉ࢆࠕᚋྥࡁࠖࡽࠕ๓ྥࡁࠖ࡞ࡶࡢ
ኚ࠼ࡿࠊホ౯ࡢ᪉ࡶࠊ࠸ࢃࡺࡿࠕࢸࢫࢺ㸦➹グヨ㦂㸧࡛ࠖ฿㐩Ⅼࢆ ࡿࡸࡾ᪉ࡽࠊᏛࡧࡀ㉳ࡁ
࡚࠸ࡿࡑࡢሙ࡛ࡢᏛ⩦⪅ࡢࡇࢀࡲ࡛ࡢ⪃࠼᪉ࢆデ᩿ࡋࠊࡇࢀࡽࡇࡲ࡛࠺⾜ࡁࡑ࠺ࢆ᥎ ࡍ
ࡿ࠸࠺ࠕᏛ⩦ྠ⾜ࢃࢀࠊᏛ⩦ࡢሙᇙࡵ㎸ࡲࢀࠊ᫂᪥ࡢᏛ⩦ࢆኚ࠼ࡿኚᐜᆺホ౯ࠖ㸦concurrent, embedded, transformative assessment㸧ࢆ㍈ᤣ࠼ࡿ᪉ྥኚ࠼ࡿᚲせࡀฟ࡚ࡃࡿࠋㄡࡀᐃࡵࡓࠕࡇ ࡇࡲ࡛Ꮫࡤ⤊ࢃࡾࠖ࠸࠺ࢦ࣮ࣝࡽ㏫⟬ࡋ࡚ࠊ㊊ࡾ࡞࠸㒊ศࢆᡭྲྀࡾ㊊ྲྀࡾᩍ࠼㎸ࢇ࡛ဨࡀ 100 Ⅼࢆྲྀࢀࡿࢆ☜ㄆࡍࡿࠕᚋྥࡁࠖࡢᩍ⫱ホ౯ࡽࠊࡓ࠼ᩍᖌࡀࢦ࣮ࣝࢆタᐃࡋࡓࡋ࡚
ࡶࠊࡑࢀࡣḟࡢᏛࡧࢆࡧ㉳ࡇࡍࡶࡢࡋ࡚タᐃࡋࠊࡑࢀྥࡅ࡚ࠊᏊ౪ࡓࡕࡀఱࢆ▱ࡗ࡚࠸࡚ࠊ ఱࢆ࡛ࡁ࡚ࠊࡑࢀࡀ௰㛫ࡢᑐヰࡢ୰࡛ࡢࡼ࠺ኚࡋ࡞ࡀࡽࠊ⌮ゎࢆ῝ࡵ࡚࠸ࡗ࡚࠸ࡿࢆࡘ ࡪࡉホ౯ࡋࠊ㐍ᤖᛂࡌ࡚ᰂ㌾ࢦ࣮ࣝࢆタᐃࡋࠊࢦ࣮ࣝ฿㐩ࡋࡓࡽḟࡢ▱ࡾࡓ࠸ࡇࡀ⏕
ࡲࢀ࡚ࡃࡿࡼ࠺࡞ࠕ๓ྥࡁࠖࡢᩍ⫱ホ౯ࢆ┠ᣦࡑ࠺ࡍࡿࡽ࡛࠶ࡿࠋ
ࡇࡢࡼ࠺࡞ᩍ⫱ホ౯ࡣࠊ࠼ࡤࠊ⌧⾜ࡢᏛ⩦ᣦᑟせ㡿࡛ࡶ㔜どࡉࢀࡿࠕᣦᑟホ౯ࡢ୍యࠖ
ࡶྜ⮴ࡍࡿࠋᣦᑟホ౯ࡢ୍యࡣࠊࠕᏛ⩦㐣⛬࠾ࡅࡿホ౯ࢆ⏝࠸࡚ࠊᚋࡢᣦᑟࢆᨵၿࡋࠊࡑࡢ ᡂᯝࢆᗘホ౯ࡍࡿࢧࢡࣝࢆᅇࡍࠖࡇࡉࢀ࡚࠸ࡿࡽ࡛࠶ࡿࠋࡑࡢࢧࢡࣝࢆ⤮ࡍࢀࡤࠊ ᅗ3ࡢࡼ࠺࡞ࡶࡢ࡞ࡿࡔࢁ࠺ࠋ
ࡋࡋࠊయⓗ࣭ᑐヰⓗ࡛῝࠸Ꮫࡧࢆ┠ᣦࡍᤵᴗ࠾࠸࡚ࠊࡑࡢࠕᏛ⩦㐣⛬࠾ࡅࡿホ౯ࠖࢆ
࠺⾜࠺ࡢࠋ࠶ࡿࢢ࣮ࣝࣉ࠾ࡅࡿඣ❺⏕ᚐࡢⓎゝ⪺ࡁධࡗ࡚࠸ࡓࡽࠊࡢࢢ࣮ࣝࣉࡢヰࡀඛ
㐍ࢇ࡛ࡋࡲࡗ࡚࠸ࡿࡼ࠺࡞ᩍᐊࡢ୰࡛ࠊ࠺୍ே୍ேࡢᏛࡧࢆ㏣࠺࠸࠺ࡢࠋࡑࡢࠕᐇ⌧ᡭẁࠖ
ࡀ༑ศ᳨ウࡉࢀ࡚ࡁࡓࡣゝ࠼࡞ࡗࡓࠋ
ࡑࢀࡀᏛ⩦⛉Ꮫ࡞࠾ࡅࡿᩍ⫱ᐇ㊶◊✲ࡢ㐍ᒎ㐃ࢀࠊᤵᴗ࡛ࡢᏛࡧࢆホ౯ࡋḟࡢᤵᴗ⏕
ࡍࢧࢡࣝࢆྍ⬟ࡍࡿICTᩍဨࢥ࣑ࣗࢽࢸࡢ࠶ࡾ᪉ࡀぢ࠼࡚ࡁࡓࠋࢸࢡࣀࣟࢪࢥ࣑ࣗࢽࢸ
ࡢ࠾ࡆ࡛ࠊ≉ู࡞Ꮫᰯࡢ≉ู࡞ᩍᐊࡔࡅ࡛࡞ࡃࠊࡢࡼ࠺࡞Ꮫᰯࡢᩍᐊ࠾ࡅࡿᐇ㊶࡛ࡶ࡛ࡁ ࡑ࠺࡞ᕼᮃࡀฟ࡚ࡁࡓࡢࡀ⌧ᅾࡔゝ࠼ࡿࠋ࠼ࡤࠊᩍဨࡀࢢ࣮ࣝࣉࢆ㞳ࢀࡓࡁࡶඣ❺⏕ᚐࡢᏛ ࡧࢆグ㘓ࡋ࡚ࡃࢀࡿࣅࢹ࢜ࡸICRࡽࢢ࣮ࣝࣉࡢヰࡀ㉳ࡇࡉࢀࠊඣ❺⏕ᚐࡀᤵᴗ୰᭩࠸ࡓ
࡚ࡢ࣓ࣔࡸᏛ⩦ᨭࢩࢫࢸ࣒ࡢࣟࢢ࡞ඹࡾ㏉ࡗ࡚ศᯒ࡛ࡁࡿࡼ࠺࡞ࢀࡤࠊᑡ࡞ࡃࡶ୍
ࡘࡢᤵᴗ࠾࠸࡚ࠊࡑࡇ୍࡛ே୍ேࡀఱࢆ࠺Ꮫࢇࡔࢆࡘࡳࡸࡍࡃ࡞ࡿࠋ
ࡉࡽࠊᣦᑟホ౯ࡢ୍యࢆ⾜࠺ࡓࡵࡣࠕホ౯ࡢᇶ‽ࢆ᫂☜ࡍࡿࠖࡇࡀồࡵࡽࢀ࡚࠾ࡾࠊ ᩍဨࡀయⓗ࣭ᑐヰⓗ࡛῝࠸Ꮫࡧࡢᩍࢆᛮ࠸ࡘ࠸ࡓࡽࠊࡑࢀࢆࡢᩍဨ┦ㄯࡋࠊᏊ౪ࡢグ㏙ࡸ
Ⓨゝᮇᚅࡍࡿࡼ࠺࡞せ⣲ࢆ㇏ᐩ࣭᫂☜ࡋ࡚ᤵᴗ⮫ࡳࠊࡉࡽᮇᚅࢆ㉸࠼ࡿᏊ౪ࡓࡕࡢゝື
ࢆྲྀࡾ㎸ࡳ࡞ࡀࡽࠊ㐪࠺ࢡࣛࢫ࡛ࡢྠࡌᤵᴗࡢᐇᙜࡓࡗ࡚ࠊࡼࡾᇶ‽ࢆ⢭⦓࣭᫂☜ࡋ࡚⮫
ࡴࡇࡀ࡛ࡁࡿᩍဨࡢࢥ࣑ࣗࢽࢸࡀ⫱ࡕጞࡵ࡚࠸ࡿࠋ
ࡑࡢᮍ᮶ࡢᩍ⫱ホ౯ྥࡅࡓࠊࢸࢡࣀࣟࢪࢥ࣑ࣗࢽࢸࡢᜨ㛵ಀࢆ⾲ࡍࠊᅗ4ࡢࢧࢡ
ࣝ࡞ࡿࡔࢁ࠺ࠋ࠼ࡤࠊᮾிᏛ CoREF ࡛ࡣࠕ▱㆑ᵓᡂᆺࢪࢢࢯ࣮ἲࠖࢆ㍈༠ㄪᏛ⩦ࡢᤵᴗ
࡙ࡃࡾᏛ⩦ホ౯㛵ࡍࡿ⌮ゎࢆࡽࡏࢇⓗ῝ࡵࡿࣉࣟࢪ࢙ࢡࢺࢆᅜ⣙༓ྡࡢඛ⏕᪉ᒎ㛤ࡋ
࡚࠸ࡿ㸦http://coref.u-tokyo.ac.jp/㸧ࠋࡇࡢᤵᴗ࡛ࡣࠊඣ❺⏕ᚐᑐヰࢆ㏻ࡋ࡚⟅࠼ࢆฟࡋ࡚ࡋ࠸ၥ
࠸ࢆᤵᴗࡢ᭱ึ᭱ᚋᗘᥦ♧ࡋ࡚ࠊࡑࡢ㒔ᗘ୍ே୍ே⪃࠼ࢆ᭩ࡏࡿࠋࡇࡢࡘࡢ⾲⌧ࢆẚ
ࡿࡇ࡛ࠊᩍဨࡶඣ❺⏕ᚐࡶྛ⮬ࡢఙࡧࢆ☜ㄆ࡛ࡁࡿࠋᩍဨࡣࠊࢡࣛࢫయࡢ⌮ゎᗘࡢ㐍ᒎࢆ᥎ ࡋࠊྛࢢ࣮ࣝࣉࡢࡢࡼ࠺࡞ᑐヰࡀࡢࡼ࠺࡞⌮ゎ῝ࢆᘬࡁ㉳ࡇࡋࡓࡢࢆ᥈ࡿࠋࡉࡽᑐヰ
ࡢゝືࢆ᭩ࡁ㉳ࡇࡋ࡚㈨㉁࣭⬟ຊࡢⓎࢆᤊ࠼ࡿࣉࣟࢭࢫホ౯ࢆ⾜࠺ࠊ࠸࡞ࡿゝື࠸࡞
ࡿᏛࡧࡀ⾲ࢀ࡚࠸ࡿࢆᤊ࠼ࡿホ౯ᇶ‽ࡀ⢭⦓ࡉࢀࡿࠋ⮬ື㡢ኌㄆ㆑࡞ࡢICTࡶ㛤Ⓨࡋ࡚ࠊඛ
⏕᪉ࡀᏛ⩦ホ౯ࡢࢧࢡࣝࢆ᪥ᖖⓗᅇࡏࡿࡼ࠺ᨭࡋࠊ୍ᤵᴗࡢᏛࡧࡀࡢ༢ඖ࣭ᩍ⛉➼࠺
⤖ࡧ࠸࡚ࡃࡿࢆぢᏲࢁ࠺ࡋ࡚࠸ࡿࠋࡑࡇࡽඛேࡣ࠸Ꮫࡪ࠸࠺࣓࢝ࢽࢬ࣒ࢆᇶࠊ ඛ⏕᪉ࡢᤵᴗ࡙ࡃࡾࢆᨭ࠼ࠊඛ⏕᪉ඹᤵᴗࡢᡂᯝᇶ࡙࠸࡚ேࡣ࠸Ꮫࡪࡢࡼࡾᐇ㊶ⓗ࡛
ᙺ❧ࡘ⌮ㄽࢆసࡾୖࡆ࡚࠸ࡃᐇ㊶◊✲ࡀྍ⬟࡞ࡗ࡚ࡃࡿࡔࢁ࠺ࠋ
ᅗ3㸬ᤵᴗ࡙ࡃࡾᇙࡵ㎸ࡲࢀࡓ ኚᐜᆺホ౯
ᅗ4㸬ICTࢥ࣑ࣗࢽࢸ࡛ᨭ࠼ࡿኚᐜᆺホ౯ 㸦Shirouzuࡽ, 2017ࡽ㸧
㸱㸬ホ౯ࡣఱ㻌
Ꮫࡧࡢ࣓࢝ࢽࢬ࣒ᇶ࡙࠸ࡓ᪂ࡋ࠸ᩍ⫱ࡢヨࡳࡣࠊ᪂ࡋ࠸≀ᕪࡋ࡛ ࡽ࡞ࡃ࡚ࡣ࡞ࡽ࡞࠸ࠋࠕᩍࢃ
ࡗࡓࡇࢆࡁࡕࢇぬ࠼࡚㐺⏝ࡍࡿࡇࠖࡀᏛࡪ࠸࠺ࡇ࡞ࡢ࡛࠶ࢀࡤࠊᤵᴗࡸᏛᮇࡀ⤊ࢃࡗࡓ
┤ᚋᑠࢸࢫࢺࡸᮇᮎࢸࢫࢺ࡛Ꮫ⩦ᡂᯝࢆ☜ࡵࢀࡤࡼ࠸ࠋࡋࡋࠊయⓗ࣭ᑐヰⓗ࡛῝࠸Ꮫࡧࠊ ࡍ࡞ࢃࡕࠕ⏕ᚐࡀ⮬ศࡢ⪃࠼ࢆ௰㛫ᑐヰࡋࠊᩍ⛉᭩᭩࠸࡚࠶ࡿࡇࡸඛ⏕ࡽ⪺࠸ࡓࡇࡶ
⤖ࡧࡅ࡞ࡀࡽࠊ⮬ศ࡞ࡾ῝ࡵ࡚࠸ࡃࡇࠖ࡞ࡀᏛࡪࡇ࡞ࡢ࡛࠶ࢀࡤࠊᤵᴗࡢࠕ᭱ึࠖࠕ㏵୰ࠖ
ࠕ᭱ᚋࠖࠕࡑࡢᚋࠖ࠸ࡗࡓྛⅬࡢ⪃࠼ࡢኚࢆᑀ㏣࠸ࡅࡿᚲせࡀฟ࡚ࡃࡿࠋࡔࡽ࠸ࡗ
࡚ࠊẖᅇࢸࢫࢺࢆࡋ࡚࠸ࡓࡽࠊᤵᴗࡇࢁ࡛ࡣ࡞ࡃ࡞ࡗ࡚ࡋࡲ࠺ࠋᏊ౪ࡀᏛࢇ࡛࠸ࡿ᭱୰ᙼࡽࡢ
⪃࠼ࢆ▱ࡿ᪉ἲࠊ࠸ࡗࡑᏛࡧࡀࡑࡢࡲࡲホ౯ࡶࡘ࡞ࡀࡿࡼ࠺࡞ᤵᴗࡢࡸࡾ᪉ࢆ⪃࠼ࡿࡇࡀồࡵ
ࡽࢀࡿࠋ
ࡑ࠺⪃࠼ࡿࠊࠕホ౯ࡣఱࠖ㛵ࡍࡿ⪃࠼᪉ࡶᖜኚ࠼ࡊࡿࢆᚓ࡞࠸ࠋホ౯ࡋࡓ࠸ࡢࡣࠊྛ
Ⅼ࡛ࡢᏊ౪ࡢࠕ⪃࠼ࠖࡸࠕ⌮ゎ࡛ࠖ࠶ࡾࠊࡑࡢኚ࡛࠶ࡿࠋࡋࡋࠊࡇࢀࡽࡢㄆ▱㐣⛬ࡣ┤᥋ぢ
ࡿࡇࡣ࡛ࡁ࡞࠸ࡽࠊࡑࢀࢆఱࡽࡢᡭẁ࡛ほᐹࡋ࡚ࠊㄆ▱㐣⛬ࢆゎ㔘ࡍࡿࡇࡀᚲせ࡞ࡿࠋ
օ ホ౯ࡢ୕ゅᙧ
2000ᖺ⡿ᅜᏛ⾡◊✲㆟㸦National Research Council㸧ࡀྲྀࡾࡲࡵࡓሗ࿌᭩㸦Pellegrino et al., 2001㸧ࡣࠊホ౯ࡘ࠸୍࡚␒⪃࠼࡞ࡅࢀࡤ࠸ࡅ࡞࠸ࡇࡣࠊࡑࡢሗ࿌᭩ࡢࢱࢺࣝ“Knowing What
Students Know”࠶ࡿࡼ࠺ࠊࠕඣ❺⏕ᚐࡀఱࢆ▱ࡗ࡚࠸ࡿࢆᡃࠎࡀࡢࡼ࠺▱ࡿࠖ࠸࠺ࡇ
ࡔᙇࡋ࡚࠸ࡿࠋࡇࡢሗ࿌᭩ࡣࠊホ౯ࢆᅗ5ࡢࡼ࠺࡞ࠕㄆ▱ࠖ㸦Cognition㸧ࠕほᐹࠖ㸦Observation㸧
ࠕゎ㔘ࠖ㸦Interpretation㸧࠸࠺୕ࡘࡢせ⣲ࡀ࠸స⏝ࡋྜ࠺୕ゅᙧࡋ࡚⪃࠼ࡿࡇࢆᥦၐࡋ ࡓࠋ
ࡇࡢࠕホ౯ࡢ୕ゅᙧ㸦assessment triangle㸧ࠖࡢ⪃࠼᪉ࡼࢀࡤࠊホ౯ࡣࠕㄆ▱ࠖࣔࢹࣝᚑࡗ࡚
ࠕほᐹࠖࡋࡓࢹ࣮ࢱࢆࠕゎ㔘ࠖࡍࡿసᴗ࡛࠶ࡿࠋࡑ࠺⪃࠼ࡿࡇࡼࡗ࡚ࠊホ౯ࢆࠕドᣐ㸦࢚ࣅࢹ
ࣥࢫ㸧ᇶ࡙ࡃ᥎ㄽࡢ㐣⛬ࠖࡋ࡚ᤊ࠼ࡿࡇࡀ࡛ࡁࡿࠋ㏫ࡇࡢ୕ࡘࡢせ⣲ࡢࢀ୍ࡘࢆḞ࠸
࡚ࡶࠊࠕඣ❺⏕ᚐࡀᮏᙜࡣఱࢆ▱ࡗ࡚࠸ࡿࡢࠖࢆ▱ࡿࡇࡣ࡛ࡁ࡞࠸ࠋ௨ୗࠊྛせ⣲ࢆゎㄝࡋࡼ
࠺ࠋ
ᅗ5. ホ౯ࡢ୕ゅᙧ㸦Pellegrino HWDO, 2001, p.44㸧
Ꮫ⩦ࡢホ౯ࡣࠊᏛ⩦⪅ࡼࡗ࡚ࠕఱࡀ࠺Ꮫࡤࢀ࡚࠸ࡿࡢࠖࢆ▱ࡿࡇࡔ⪃࠼ࡿࠊࡑࡇ
ࡣホ౯ࡢᑐ㇟࡞ࡿࡶࡢࠊホ౯ࡢ᪉ἲࠊ᪉ἲࢆᐇ⾜ࡋࡓ⤖ᯝࡢゎ㔘ࡀᚲせ࡞ࡿࠋ
ホ౯ࡢᑐ㇟࡞ࡿࡢࡣᏛ⩦⪅ࡢࠕㄆ▱ࠖ㐣⛬ࠊࡘࡲࡾᏛ⩦⪅ࡢᚰࡢ୰࡛㉳ࡁ࡚࠸ࡿࡇ࡛࠶ࡿࠋ ලయⓗࡣࠊᏛ⩦⪅ࡀఱࢆ▱ࡗ࡚࠸࡚ࠊࡉࡲࡊࡲ࡞ၥ㢟ࢆ⧞ࡾ㏉ࡋゎࡃ࠺ࡕࠊࡑࢀࡲ࡛ᣢࡗ࡚࠸
ࡓ▱㆑ࡣ࠺ኚࡋࢇ࡞▱㆑࡞ࡗࡓࡢ࡞࡛࠶ࡿࠋホ౯㛵ࢃࢁ࠺ࡍࡿேࡣࠊࡑࢀࡽࡢㄆ
▱ࣔࢹࣝࢆࡋࡗࡾ⌮ゎࡋ࡚࠸ࡿᚲせࡀ࠶ࡿࠋ
ḟࠊࡇࡢㄆ▱㐣⛬ࢆྠᐃࡍࡿࡓࡵࡣࠊࡑࢀࢆఱࡽࡢ᪉ἲ࡛ࠕほᐹࠖࡍࡿᚲせࡀ࠶ࡿࠋࡋ
ࡋࠊㄆ▱㐣⛬ࡣ┤᥋ぢࡿࡇࡀ࡛ࡁ࡞࠸ࡢ࡛ࠊほᐹࡣ㛫᥋ⓗ࡞ࡶࡢ࡞ࡽࡊࡿࢆᚓ࡞࠸ࠋࡑࢀࡺ࠼ࠊ ほᐹࡣࠊᏛ⩦⪅ㄢࡍㄢ㢟ࡸసᴗ┦ᙜࡍࡿࡇ࡞ࡿࠋ࠼ࡤࠊᏛ⩦⪅ࡀṔྐࡘ࠸࡚Ꮫࢇࡔ ࡇࢆホ౯ࡍࡿࡓࡵࠕ࠶ࡿ௳ࡀ㉳ࡁࡓᖺ௦ࢆ⪺ࡃࠖ࠸࠺ࡢࡣ୍ࡘࡢࠕほᐹ࡛ࠖ࠶ࡿࠋࡋࡋࠊ ࡑࢀ௨እࡶࠕ࡞ࡐࡑࡢᖺ௦ࡔゝ࠼ࡿࡢࠖࢆ⪺ࡃ࠸࠺ほᐹࡢࡸࡾ᪉ࡶ࠶ࡾᚓࡿࠋఱࢆほᐹࡋ ࡓࡽࠕᏛ⩦⪅ࡀ࡛ࡁࡿࡇࠖࡸࠕࡇࢀࡽ࡛ࡁࡿࡼ࠺࡞ࡿࡇࠖࡀホ౯࡛ࡁࡿࡢࠊ➹グヨ㦂 ࡢ⤖ᯝࢆぢࡿࡢࠊάືࡢࣉࣟࢭࢫࢆ㏣࠺ࡢ࡞ࠊࢹ࣮ࢱ㞟ࡢࡓࡵタᐃࡍࡿࠕሙࠖࢆỴࡵ࡚ࠊ
ᐇ㝿ࡢほᐹࢆᐇࡍࡿࠋࡇࢀࢆ࣌ࣞࢢ࣮ࣜࣀࡽ㸦Pellegrino et al., 2001, p.48㸧ࡣࠕホ౯ࡣୡ⏺ࡢᑠ ࡉ࡞∦㝮ࢆほᐹࡢࡓࡵᵓ㐀ࡉࡏ࡚ࡶࡽ࠺ᶵࢆᚓࡿࡇ࡞ࡢࡔࠖ⾲⌧ࡋ࡚࠸ࡿࠋホ౯ࡢ┠ⓗ
ᚑࡗ࡚ࠊࢀࡔࡅ㐺ษ࡞ほᐹᶵࢆタᐃ࡛ࡁࡿࡀࠊホ౯⪅ࡢຊ㔞ࡗ࡚࠸ࡿࠋ
ほᐹࡢ⤖ᯝࠊࢹ࣮ࢱࡀᚓࡽࢀࡿࠋࡑࡢࢹ࣮ࢱࡽࠊࡢࡼ࠺࡞ㄆ▱㐣⛬ࡀ㉳ࡁ࡚࠸ࡿࡢࢆ᥎ ࡍࡿࡢࡀࠕゎ㔘࡛ࠖ࠶ࡿࠋࡓ࠼ࠊࣃࣇ࢛࣮࣐ࣥࢫホ౯ࡸࢸࢫࢺࢆ㢖⦾⾜ࡗࡓࡋ࡚ࡶࠊࡑࡇ࡛
ほᐹ࡛ࡁࡿࢹ࣮ࢱ㸦࠼ࡤᏛ⩦⪅ࡀ⟅࠼ࡿᖺ௦ࡸㄝ᫂㸧ࡣࠊᏛ⩦⪅ࡀ⾜࠺ㄆ▱άືࡢࡈࡃ୍㒊ࢆ᫂
ࡽࡍࡿࡍࡂ࡞࠸ࠋࡋࡓࡀࡗ࡚ࠊホ౯ࡋࡓ࠸┠ⓗྜࢃ࡞࠸ほᐹࢆࡋ࡚ࡋࡲ࠺ࠊ㐺ษ࡞ゎ㔘 ࡣ࡛ࡁ࡞࠸ࠋ
ホ౯ࡣࠕㄆ▱ࠖࠊࠕほᐹࠖࠊࠕゎ㔘ࠖ࠸࠺୕ࡘࡢせ⣲ࡢࢀ୍ࡘࢆḞ࠸࡚ࡶ࡛ࡁ࡞࠸ࡶࡢ࡛࠶ࡾࠊ ࡇࢀࡽࡢ୕せᅉࡀ῝ࡃ㛵㐃ࡋ࡚⧊ࡾᡂࡍᇶ┙ࡢୖᡂ❧ࡍࡿࡶࡢࡔゝ࠼ࡿࠋホ౯ࡢ୕ゅᙧࢆලయ
㸦Pellegrino et al., 2001, p.28㸧࡛ㄝ᫂ࡋࡼ࠺ࠋᅖࡳ࠶ࡿ2ࡘࡢゎ⟅ࡢ࠺ࡕࠊࡕࡽࡢ⏕ᚐࡀࠕࡼ
ࡾ῝ࡃ⌮ゎࡋ࡚࠸ࡿࠖ࠸࠼ࡿࡔࢁ࠺ࠋ
㉁ၥ㸸࣐ࣝࢲࡢᾏᡓ<ࡣఱᖺ࡛ࡍ㸽㸦<ࢫ࣌ࣥ↓ᩛⰄ㝲ᙜࡢࢠࣜࢫࡢ㛫ࡢᾏᡓ㸧 㸺⏕ᚐA㸼
ゎ⟅㸸1588ᖺ࡛ࡍࠋ㸦ὀ㸸ṇࡋ࠸ゎ⟅㸧
㉁ၥ㸸ࡑࢀࡣ࠺࠸࠺ពࡀ࠶ࡿヰࡋ࡚ࡃࢀࡲࡍ㸽
ゎ⟅㸸ヰࡍࡇࡣࢇ࡞࠸࡛ࡍࡡࠋᖺ௦ࡢ୍ࡘ࡛ࡍࡽࠋヨ㦂ࡢࡓࡵぬ࠼ࡓࢇ࡛ࡍࠋࡢ ᖺ௦ࡶゝࡗ࡚ࡳࡲࡋࡻ࠺㸽
㸺⏕ᚐB㸼
ゎ⟅㸸1590ᖺ๓ᚋ࡛ࡍࠋ
㉁ၥ㸸࠺ࡋ࡚ࡑ࠺ゝ࠼ࡿࡢ࡛ࡍ㸽
ゎ⟅㸸ࢠࣜࢫேࡀࣂ࣮ࢪࢽᆅ᪉ⴠࡕ╔ࡁጞࡵࡓࡢࡀ1600ᖺ┤ᚋ࡛ࡍࡡࠋṇ☜࡞ᖺ௦ࡣぬ࠼
࡚࠸ࡲࡏࢇࡀࠋࢠࣜࢫࡣࠊࢫ࣌ࣥࡀࡲࡔすὒࢆᨭ㓄ࡋ࡚࠸ࡿ㛫ࡣᾏእ㐲ᚁࡋࡼ࠺
ࡣࡋ࡞ࡗࡓ࡛ࡋࡻ࠺ࠋࡁ࡞㐲ᚁࢆ⤌⧊ࡍࡿࡣᩘᖺࡣࡾࡲࡍࡽࠊࢠࣜࢫࡀ
すὒᾏᇦࡢᨭ㓄ᶒࢆᚓࡓࡢࡣ1500ᖺ௦ࡢ⤊ࢃࡾ㡭ࡔࡗࡓ㐪࠸࡞࠸࡛ࡋࡻ࠺ࠋ
㸦ฟ㸸Pellegrino et al., 2001, p. 28)
࣌ࣞࢢ࣮ࣜࣀࡽࡣࠊ⏕ᚐAࡢ᪉ࡀ▷⟅ᘧࢸࢫࢺ࡛ࡢⅬᩘࡀ㧗ࡃ࡞ࡗ࡚ࡋࡲ࠺࠸࠺Ⅼၥ㢟ࡀ࠶
ࡿᙇࡋ࡚࠸ࡿࠋࢸࢫࢺࡀᖺ௦ࡔࡅ↔Ⅼࢆᙜ࡚࡚ࡋࡲ࠺ࠊᖺ௦ࡣ⟅࠼ࡽࢀ࡞ࡃࡶṔྐⓗ࡞
ࡘ࡞ࡀࡾࡀࢃࡗ࡚࠸ࡿ⏕ᚐBࡢࡼ࠺࡞Ꮚ౪ࡢࠕㄆ▱ࠖࢆᢕᥱ࡛ࡁ࡞࠸ࠋࡑࢀᑐࡋ࡚ࠊ⟅࠼⥆
ࡅ࡚⏕ᚐࡢࢃࡗ࡚࠸ࡿࡇࢆಶู⪺ࡁฟࡍࡼ࠺࡞ࠕほᐹࠖᡭἲࢆྲྀࡿࠊᚓࡽࢀࡿゎ⟅ࡶኚࢃ
ࡿࠋࡑࢀࡼࡗ࡚ࠊ⏕ᚐBࡢࠕṔྐࡘ࠸࡚ࡢࢃࡾ᪉ࠖࡀࡼࡾࠕゎ㔘ࠖࡋࡸࡍࡃ࡞ࡿࠋࡶࡕࢁࢇࠊ ᖺ௦ࢆṇ☜▱ࡗ࡚࠸ࡿࡇ⮬యࡣ౯್࠶ࡿࡇ࡛࠶ࡿࠋࡋࡋࠊࠕᖺ௦ࡔࡅࠖࢆぬ࠼࡚ࢸࢫࢺᑐ ฎࡍࡿࡇࡀࠊṔྐⓗᐇࡢ㛫ࡢ㛵ಀࡢ⌮ゎ༊ูࡀ࡞࠸ࠊ࠶ࡿ࠸ࡣࠊṔྐⓗ࡞㛵ಀࢆ⌮ゎࡋ
࡚࠸ࡿሙྜࡼࡾࠕඃࢀ࡚࠸ࡿุࠖᐃࡉࢀࡿࡼ࠺࡞⤌ࡳࡀࢸࢫࢺ࠶ࡿࡇࡀၥ㢟ࢆᘬࡁ㉳ࡇࡍ
࠸࠺ࢃࡅ࡛࠶ࡿࠋ
ࡶࡋࠕඣ❺⏕ᚐࡀṔྐࡘ࠸࡚ᙜࡢྛᅜࡢ㛵ಀ࡞ࡁ࡞ືྥࢆ⌮ゎࡋࠊᡓத࡞ࡢ௳ࡀ࡞
ࡐ㉳ࡁࡓࡢࠊ࠺㜵ࡄࡇࡀ࡛ࡁࡓࡢࢆ⪃࠼࡚ࡋ࠸ࠖᛮࡗ࡚࠸ࡿᩍဨࡀࠊࠕఱࠎࡀ㉳ࡁࡓࡢ ࡣ࠸ࡘ࡛ࡍࠖ࠸࠺ၥ࠸࡛ඣ❺⏕ᚐࡢㄆ▱㐣⛬ࢆࠕほᐹࠖࡋࡓࡋ࡚ࡶࠊぢࡓ࠸ㄆ▱㐣⛬ࡣぢ࠼
࡞࠸ࠋホ౯ࡢ୕ゅᙧ࠸࠺⪃࠼᪉ࡽࡍࢀࡤࠊࡇࢀࡣほᐹࡢ᪉ࡀㄗࡗ࡚࠾ࡾࠊࡑࡢほᐹ⤖ᯝࡣࠊ ᩍဨ࣭ඣ❺⏕ᚐࡢ᪉ࡗ࡚᭷┈࡛ࡣ࡞࠸ࠋ
ࡇࢀᑐࡋ࡚ࠊᩍဨࡀᅖࡳࡢࡼ࠺⌮⏤ࡲ࡛㋃ࡳ㎸ࢇ࡛ᑜࡡࠊୖグࡢゎ⟅ࢆேࡢ⏕ᚐࡽᚓࡓ
ࡍࢀࡤࠊ⾲1ࡢࡼ࠺࡞ホ౯ࡀྍ⬟࡞ࡿࡔࢁ࠺ࠋࡇࢀࡣࠊᩍဨࡢタᐃࡍࡿ┠ᶆ㸫⏕ᚐồࡵࡓ࠸
ㄆ▱㸫ᚑࡗ࡚ࠊࡑࢀࢆࡢࡼ࠺࡞Ⓨゝ࡛ᤊ࠼ࡽࢀࡿ㸦ࠕศᯒ࢝ࢸࢦࣜࠖ࠶ࡿ࠸ࡣࠕᣦᶆࠖࡤ
ࢀࡿࠋࠕ࣮ࣝࣈࣜࢵࢡࠖࡣᣦᶆࢆ⤫ྜࡋࡓᇶ‽ࡔゝ࠼ࡿ㸧ࠊཬࡧࠊࡑࡢⓎゝࡀヱᙜࡍࡿゎ㔘࡛ࡁ
ࡿ௳ᩘࢆ⏕ᚐࡈ♧ࡋࡓࡶࡢ࡛࠶ࡿࠋ
ࡶࡋࠕᖺ௦ࡢṇ☜࡞グ᠈ࠖࡀᩍ⫱┠ᶆ࡛࠶ࢀࡤࠊࡑࢀࢆࡑࡢࡲࡲᣦᶆࡍࡿࡇ࡛ࠊ⏕ᚐAࡢࠕ1588 ᖺࠖ࠸࠺ṇ⟅ࢆࠕ1 ௳ࠖᩘ࠼ࡿࡇ࡞ࡿࠋࡑࢀᑐࡋ࡚┠ᶆࡀࠕṔྐୖࡢᐇⓗ࡞▱㆑ࡢᐃ
╔࡛ࠖ࠶ࢀࡤࠊᐇࡢグ᠈ࡸ᥎ ࡀศᯒᑐ㇟࡞ࡿࠋᅖࡳࡢ⏕ᚐBࡢゎ⟅࡞ࡽࠊᐇࢆ㏙ࡓ㢟
ࡘ 䠄ձࠊճ㸧᥎ ࡋࡓ㢟୍ࡘ㸦ղ㸧ࡀྠᐃ࡛ࡁࡿࠋࡑࡢୖ࡛ࠊࠕᐇࢆ⤌ࡳྜࢃࡏࡓయ⣔ⓗ࡞
▱㆑ᵓ㐀ࡢᵓ⠏ࠖࢆ┠ᶆࡍࡿࡢ࡛࠶ࢀࡤࠊࠕᐇࡢ⤌ྜࡏࡼࡿ⟅࠼ࡢᖺ௦᥎ᐃࠖ➼ࢆᣦᶆࡍ
ࡁ࡛࠶ࢁ࠺ࠋ⏕ᚐBࡣࠊୗグձղࡢ⤌ྜࡏ࡛ྠᐃࡋࡓࠕ1600ᖺ┤ᚋࠖ࠸࠺㐲ᚁᮇࡽճࡢࠕᩘ
ᖺࠖศࢆᘬ࠸࡚մࡢᖺ௦ࢆ᥎ᐃࡋ࡚࠾ࡾࠊᣦᶆࡢヱᙜゝ࠼ࡿࠋ
ࡇࡢ⏕ᚐࡈࡢ⤖ᯝࡀࠕゎ㔘ࠖ⤖ᯝ࡛࠶ࡾࠊࠕᖺ௦ࡢṇ☜࡞グ᠈ࠖࡑࢀ௨እࡢ┠ᶆ࡛ࠊࡁࡃ
⤖ᯝࡀኚࢃࡿࡼ࠺ࠊࠕㄆ▱ࠖࠕほᐹࠖࠕゎ㔘ࠖࡀ┦㛵ࢃࡾྜࡗ࡚ホ౯ࡣᡂࡾ❧ࡘࠋ㏫ゝ
࠼ࡤࠊࡶࡋᏛ⩦┠ᶆホ౯ࡢࡓࡵࡢほᐹᡭἲࠊホ౯ᇶ‽ࡀ᫂☜ᐃࡲࢀࡤࠊᩘ㔞ࡀ㞴ࡋࡑ࠺࡞㉁
ⓗࢹ࣮ࢱ࡛࠶ࡗ࡚ࡶࠊᩘ㔞ࡸ㔞ⓗ࡞ゎ㔘ࡀྍ⬟࡞ࡿࠋ
ձࢠࣜࢫேࡀࣂ࣮ࢪࢽᐃఫࡋጞࡵࡓࡢࡣ1600ᖺ┤ᚋ࡛࠶ࡿࠋ
ղࢠࣜࢫࡣࢫ࣌ࣥࡀすὒࢆᨭ㓄ࡋ࡚࠸ࡿ㛫ࡣ㐲ᚁࡋࡼ࠺ࡣࡋ࡞࠸ࡔࢁ࠺ࠋ ճࡁ࡞㐲ᚁࢆ⤌⧊ࡍࡿࡣᩘᖺࡿࠋ
մࢠࣜࢫࡀすὒࡢᾏᇦᶒࢆᚓࡓࡢࡣ1500ᖺ௦ࡢ⤊ࢃࡾࡈࢁࡔࡗࡓ㐪࠸࡞࠸ࠋ
⾲1㸬ࠕㄆ▱ࠖࠕゎ㔘ࠖࡢ┦㛵ಀ㸦ᩘᏐࡣ௳ᩘ㸧
ㄆ▱㸦ᩍ⫱┠ᶆ㸧 ศᯒ࢝ࢸࢦࣜ㸦ᣦᶆ㸧 ⏕ᚐA ⏕ᚐB
ᖺ௦ࡢṇ☜࡞グ᠈ ᖺ௦ࡢṇ☜࡞グ᠈ 㸯 㸮
Ṕྐⓗᐇࡢᐃ╔ Ṕྐⓗᐇࡢグ᠈ࡸ᥎ 㸮 㸱 య⣔ⓗ▱㆑ࡢᵓ⠏ ᐇࡢ⤌ྜࡏࡼࡿᖺ௦᥎ᐃ 㸮 㸯
ֆ 21ୡ⣖ᆺࢫ࢟ࣝࡢホ౯⫱ᡂ
᭱ᚋࠊ㈨㉁࣭⬟ຊࡢ୕ࡘࡢᰕࡢ࠺ࡕࡢ▱㆑࣭ᢏ⬟௨እࡢᛮ⪃ຊุ࣭᩿ຊ࣭⾲⌧ຊ➼ࡸᏛࡧྥ
࠺ຊ࣭ே㛫ᛶ➼ࢆࡢࡼ࠺ホ౯ࡋ࡚࠸ࡅࡿࢆ᳨ウࡋࡼ࠺ࠋࡇࢀࡽࠊゝࢃࡤࠕ⊃⩏ࡢ㈨㉁࣭⬟
ຊࠖ㏆࠸ࡶࡢࡢ୍ࡘࡀࠕ21ୡ⣖ᆺࢫ࡛࢟ࣝࠖ࠶ࡿࠋඛ㏙ࡢࣉࣟࢪ࢙ࢡࢺ࡛ࡣࡲࡎࠊ21ୡ⣖ᆺࢫ࢟
ࣝࢆࠊᑗ᮶ୡࡢ୰࡛⏕ࡁ࡚࠸ࡃࡓࡵ㌟ࡅࡿࡁຊࡋ࡚ࠊࠕ⪃࠼᪉ࠖࠕാࡁ᪉ࠖ࠸ࡗࡓ࢝ࢸ ࢦࣜศࡅ࡚ࠊࠕ㐀ᛶ㸦ࣀ࣮࣋ࢩࣙࣥࢫ࢟ࣝ㸧ࠖࠕᢈุⓗᛮ⪃㸦ࢡࣜࢸ࢝ࣝࢩࣥ࢟ࣥࢢ㸧ࠖ➼ࡑ
ࢀࡒࢀࡢせ⣲࡞ࡿ 10 ࡢࢫ࢟ࣝࢆᣲࡆࠊࡉࡽࠊࡇࢀࡽࢆ௨ୗࡢ 2 ࡘࡢ㡿ᇦࡲࡵࡓ㸦Griffin, McGaw & Care, 2012㸧ࠋ
࣭ ༠ㄪⓗၥ㢟ゎỴ㸸ඹ㏻ࡢၥ㢟ࢆ୍⥴ゎࡃࡇࠋࢹࡸ▱㆑ࠊᣢࡗ࡚࠸ࡿࣜࢯ࣮ࢫࢆᥦ౪ ࡋࠊࡋ࡚ࢦ࣮ࣝࢆ㐩ᡂࡍࡿࠋ
࣭ICT ࣜࢸࣛࢩ࣮ࠊࢹࢪࢱࣝࡉࢀࡓࢿࢵࢺ࣮࣡ࢡ࡛Ꮫࡪࡇ㸸♫ⓗࢿࢵࢺ࣮࣡࢟ࣥࢢ㸦」ᩘ
ࡢே࡛༠ຊࡋ࡞ࡀࡽࢿࢵࢺ࣮࣡ࢡࢆά⏝ࡍࡿࡇ㸧ࠊICTࣜࢸࣛࢩ࣮ࠊࢸࢡࣀࣟࢪࡘ࠸࡚ࡢ▱
㆑ࠊࢩ࣑࣮ࣗࣞࢩࣙࣥ࡞ࡢᡭἲࢆ㥑ࡋ࡚Ꮫࡪࠋࡇࢀࡽࡢᡭἲࡼࡗ࡚ಶேࡣ♫ⓗ࡞ࢿࢵ
ࢺ࣮࣡ࢡࡢ୰࡛⮬ศࡢᙺࢆᯝࡓࡍࡇࡀ࡛ࡁࠊ♫ⓗࠊ▱ⓗ㈨⏘ࡢ⏕⏘㈉⊩ࡍࡿࠋ
ࡇࡢࣉࣟࢪ࢙ࢡࢺࡢ≉ᚩࡣࠊࡇ࠺࠸ࡗࡓࡇࢆ༟㉺ࡋࡓேࡔࡅࡀ࡛ࡁࢀࡤࡼ࠸ࡢ࡛ࡣ࡞ࡃࠊ⌧௦
⏕ࡁࡿࡍ࡚ࡢேࡀࡳ࡞࡛ࡁࡿࡼ࠺࡞♫ࢆ┠ᣦࡑ࠺ࡋ࡚࠸ࡿࡇࢁࡔࢁ࠺ࠋ
ࡑࢀ࡛ࡣࠊୖグࡢࠕ༠ㄪⓗၥ㢟ゎỴࢫ࢟ࣝࠖࢆࠊ21ୡ⣖ᆺࢫ࢟ࣝࡢ⩦ᚓ࠸࠺Ꮫ⩦┠ᶆࡀࠕ㙊
ᖥᗓࡀఱᖺ࡛ࡁࡓࢆㄝ࡛᫂ࡁࡿࠖࠕ୕ゅ㛵ᩘࡢᚤศࡀ࡛ࡁࡿࠖ࠸ࡗࡓ▱㆑ࡢṇ☜࡞ᢕᥱࡸၥ 㢟ࡢຠ⋡ࡼ࠸ゎỴ࠸ࡗࡓᚑ᮶ᆺࡢᏛ⩦┠ᶆ࠺␗࡞ࡿࢆ⪃࠼ࡼ࠺ࠋ
㐪࠸ࡢ୍ࡘࡣࠊᚑ᮶ᆺࡢᏛ⩦┠ᶆࡣࢦ࣮ࣝࡀࡣࡗࡁࡾᐃࡲࡗ࡚࠾ࡾࠊᩍဨࡀ⟅࠼ࢆᩍ࠼࡚ࡑࢀ
ࢆඣ❺⏕ᚐぬ࠼࡚ࡶࡽ࠺ᩍ࠼᪉࡛ࡶᑐฎྍ⬟࡞ࡢᑐࡋࠊ21ୡ⣖ᆺࢫ࢟ࣝࡣࢦ࣮ࣝ⮬యࡀྍኚࡔ
࠸࠺Ⅼ࠶ࡿࠋᚑ᮶ᆺࡢᏛ⩦┠ᶆࡣࠊࢦ࣮ࣝࡽ㏫⟬ࡋ࡚ࠊඣ❺⏕ᚐࡀ࡛ࡁࡿ⌧≧ࡲ࡛ࡘ࡞ࡆ
࡚⪃࠼ࠊࢠࣕࢵࣉࢆぢࡗ࡚ࠊᩍ࠼᪉ࢆィ⏬ࡋࠊᐇ㝿ィ⏬㏻ࡾᩍ࠼࡚࡛ࡁࡿࡼ࠺࡞ࢀࡤࡼ࠸
㸦ࡶࡕࢁࢇࠊࡇ࠺ࡋࡓᣦᑟࡢ౯್ࡀప࠸࠸࠺ࢃࡅ࡛ࡣ࡞࠸㸧ࠋ
ࡋࡋࠊ21ୡ⣖ᆺࢫ࢟ࣝࢆ⌧ᐇࡢၥ㢟;࠼ࡤࠊ⎔ቃಖ࢚ࢿࣝࢠ࣮ᨻ⟇ࡢ㐺ษ࡞ࣂࣛࣥࢫ
;㐺⏝ࡍࡿ༠ㄪၥ㢟ゎỴᆺࡢᏛ⩦࡛ࡣࠊࠕࡇࡇࡲ࡛⟅࠼ࢆฟࡏࡤ⤊ࢃࡾࠖ࠸࠺ࢦ࣮ࣝࡀᐃࡲࡽ࡞
࠸ࠋ༠ㄪၥ㢟ゎỴᦠࢃࡿ୰࡛ࢫ࢟ࣝ⮬యࡀఙࡧࠊồࡵࡽࢀࡿࣞ࣋ࣝࡶୖࡀࡿࠋ♫ࡢேࡀ᪥ࠎ ༠ㄪⓗ࡞ၥ㢟ゎỴᦠࢃࡾ࡞ࡀࡽࠊࡑࡢࢫ࢟ࣝࡸࢭࣥࢫࢆྥୖࡉࡏ࡚࠸ࡿࡼ࠺ࠊᏊ౪ࡓࡕࡶࠊ ඖࠎ࠶ࡿ⛬ᗘࡣ࡛ࡁࡿࠕே༠ຊࡋ࡚ၥ㢟ࢆゎỴࡍࡿࢫ࢟ࣝࠖࢆࡗ࡚ࠊ♫ࡀせㄳࡍࡿࡼ࠺࡞ㄢ 㢟ᚑࡋ࡚ࠊᑡࡋࡎࡘࣞ࣋ࣝࢆ㧗ࡵࠊࡉࡽ࠸⥆ࡅ࡚ࠊࢫ࢟ࣝࢆ㧗ࡵ࡚࠸࡞ࡃ࡚ࡣ࠸ࡅ࡞࠸ࠋ ࡑࡢព࡛ࢦ࣮ࣝࡀࠕ๓ྥࡁࠖఙ㛗ࡋ࡚࠸ࡃゝࡗ࡚ࡶࡼ࠸ࠋࡑࡢࡢ21ୡ⣖ᆺࢫ࢟ࣝࡢୗࢫ
࢟ࣝࠊ࠼ࡤࠊࣀ࣮࣋ࢩࣙࣥࢫ࢟ࣝࡶࠕᐃࡋ࡞ࡗࡓࢹࡸ≀ࢆసࡾฟࡍࠖ࠸࠺Ⅼ࡛ᙜ
ึタᐃࡢࢦ࣮ࣝࢆ㉸࠼ࡿᛶ㉁ࡀ࠶ࡿࠋ࠶ࡿ࠸ࡣࠊࢡࣜࢸ࢝ࣝࢩࣥ࢟ࣥࢢࡶࠊࠕࡑࡢ┠ᶆタᐃ⮬యࢆ
ᢈุⓗၥ࠸┤ࡍࡇࡀ࡛ࡁࡿࡼ࠺࡞ຊࢆ㌟ࡅࡿࠖ࠸࠺ࡇ࡛ࠊࢦ࣮ࣝࢆ㉸࠼ࡿᛶ㉁ࢆ᭷ࡋ
࡚࠸ࡿࠋ
ࡘࡣࠊࡇࡢ㐪࠸ᛂࡌ࡚ࠊ21ୡ⣖ᆺࢫ࡛࢟ࣝࡣࠕᏛ⩦⪅ࡀඖࠎఱࢆࡇࡲ࡛࡛ࡁࠊࢫ࢟ࣝࡢⓎ
ࡀᚲ↛ᛶࢆᣢࡘ⎔ቃࡢ୰࡛ࠊࢀࡔࡅࢫ࢟ࣝࢆ㥑ࡋ࡚ఙ㛗ࡋ࡚࠸ࡿࠖ࠸࠺ᙧᡂⓗホ౯ࡀ㔜 どࡉࢀࡿⅬ࡛࠶ࡿࠋ࠸࡞ࡿࢫ࢟ࣝࢆ㌟ࡅࡿࡁ࠸࠺ࠕㄆ▱ࠖᇶ࡙ࡁࠊ᩿ࡢࠕほᐹࠖ
ࢆ⾜ࡗ࡚ࠊࡑࡢ⤖ᯝࢆ࠸ࠕゎ㔘ࠖࡍࢀࡤࡼ࠸ࢆᏛ⩦⎔ቃ㛵ࢃࡿ⪅࡛༠ാ࣭㐃ᦠࡋ࡚ྫྷࡋࠊ
ᗘほᐹࡋ┤ࡍ࡞ࡢ 㑏ࢆ⧞ࡾ㏉ࡋ࡞ࡀࡽࠊḟࡢᤵᴗࡢࢹࢆᚓࡿ࠸࠺ PDCAࢧࢡࣝࢆ
ᅇࡋ࡚࠸ࡃᚲせࡀ࠶ࡿࠋ
௨ୖࡢ㏻ࡾࠊ21ୡ⣖ᆺࢫ࢟ࣝ࡞ࡢ㈨㉁࣭⬟ຊࡢホ౯ࡣࠊᏛຊほᏛ⩦ホ౯ࡢᅾࡾ᪉ࢆ㇏ࡍ
ࡿࡇᙺ❧ࡘྠࠊᩍ⫱⌧ሙഃࡀඣ❺⏕ᚐఙ㛗ࡉࡏ࡚࠸ࡿ㈨㉁࣭⬟ຊࢆጇᙜᤊ࠼ࡿホ౯ࠊ ࡉࡽࡣᏛࡸᴗ࡞㑅ᢤ࣭᥇⏝ࡍࡿഃࡀ⮬ࡽࡢ㡿ᇦ┿ṇ࡞㈨㉁࣭⬟ຊࢆೃ⿵⪅ࡀ₯ᅾⓗᣢ ࡗ࡚࠸ࡿࢆぢᴟࡵࡿホ౯ࢆせㄳࡍࡿࡇࢆ㏻ࡋ࡚ࠊ♫యࡢホ౯ࡢႠࡳࢆ㇏ࡍࡿྍ⬟ᛶࡀ
࠶ࡿࠋࡍ࡞ࢃࡕࠊ᪥ࡢᤵᴗࢆ᫂᪥ࡘ࡞ࡆࡿᙧᡂⓗ࡞ኚᐜᆺホ౯㧗ᰯࡲ࡛ࡢᏛ⩦ࢆᏛࡸ♫
ࡘ࡞ࡆࡿ㧗᥋⥆➼ࡀ㌶ࢆ୍ࡍࡿࡶࡢ࡞ࡿࠋ
㈨㉁࣭⬟ຊࡢ୕ࡘࡢᰕ▱㆑࣭ᢏ⬟ࢆྵࡵ࡚⪃࠼ࡿሙྜ࡛ࡶࠊୖグࡢࡼ࠺ࠊඣ❺⏕ᚐࡢᏛࡧ
㐃ࢀ࡚ࠊ࠶ࡿ⛬ᗘࡢࢦ࣮ࣝ㐩ࡍࢀࡤ⤊ࢃࡾ࠸࠺ホ౯࡛ࡣ࡞ࡃࠊࢦ࣮ࣝ⮬యࢆ㉸࠼࡚࠸ࡃⓎⓗ
࡞Ꮫࡧࢆᤊ࠼ࡿホ౯ࡀᚲせ࡞ࡿࠋⓎⓗ࡛࠶ࡿ࠸࠺ࡇࡣࠊࢦ࣮ࣝ⮬యࢆ᩿ぢ┤ࡋⓎᒎࡉ
ࡏ࡚࠸ࡃࡇࡀồࡵࡽࢀࡿࠋࡑࡢࡓࡵࡣࠊᏛᰯ⌧ሙࡢᩍဨࡔࡅ࡛ࡣ࡞ࡃࠊᩍ⫱⾜ᨻ㛵ಀ⪅ࡶಖㆤ
⪅ࡶྵࡵࡓ♫ࡢேࡀࠊࠕࡇࡢ㈨㉁࣭⬟ຊࡇࡑ21ୡ⣖ồࡵࡽࢀࡿࡶࡢࡢೃ⿵࡛࠶ࡾࠊࡇࢀࡇࡑ ḟୡ௦ࡢᏊ౪ࡓࡕඹ᭷ࡋࡓ࠸ࠖᚰᗏᛮ࠼ࡿ┠ᶆࢆ❧࡚ࡿࡁ࡛࠶ࢁ࠺ࠋࡉࡽࠊࡑࡢ⫱ᡂࡢ
᪉ࡶࠊࡇࡽࠕࡇࡢࡼ࠺Ꮫࡪࡁࡶࡢࠖࡋ࡚ᥦ♧ࡉࢀࡿࡶࡢ࡛ࡣ࡞ࡃࠊ୍ே୍ேࡢᩍဨ࡞
ࡢேࡀ┠ࡢ๓ࡢᏊ౪ࡓࡕࡗ࡚ఱࡀ୍␒⮬↛࡛Ꮫࡪ౯್ࡀ࠶ࡾࠊ㞴ࡋࡃ࡚ࡶࡸࡾ⥆ࡅࡽࢀࡑ
࠺࡞ࢆࠊࡑࡢሙࡑࡢሙ࡛⪃࠼࡚ᐇ㊶ࡋࠊᐇ㊶ࢆ⧞ࡾ㏉ࡋ࡚ᩍ࠼᪉ࡑࡢࡶࡢࡢ㉁ࢆ㧗ࡵ࡚࠸ࡃࡶ
ࡢ࡛࠶ࡿࡁ࡛࠶ࢁ࠺ࠋࡑࡢ┠ᶆ㐣⛬ࢆඣ❺⏕ᚐࡶඹ᭷ࡋࠊᏛࡧ⥆ࡅࡿࡇࢆᨭ࠼ࡿࡁ࡛࠶
ࢁ࠺ࠋࡑ࠺⪃࠼ࡿࠊホ౯㛵ࡍࡿኚ㠉ࡣࠊඣ❺⏕ᚐࡶྵࡵ࡚ࠊᏛ⩦㛵ࢃࡿ࡚ࡢᡂဨࡀホ౯ࡢ ຊ㔞ࢆୖࡆ࡚࠸ࡃࡇ࡛ึࡵ࡚ྍ⬟࡞ࡿࠋࡇࢀࢆホ౯ࡢ୕ゅᙧ࡛⪃࠼ࡿࠊᅗ6ࡢࡼ࠺࡞ࢧࢡ
ࣝࢆᅇࡋ࡞ࡀࡽࠊ㈨㉁࣭⬟ຊࡢᐇែࢆぢྲྀࡾࠊࡑࡢෆᐇࢆ୍ᒙ㧗ࡵ࡚࠸ࡃࡼ࠺࡞᩿ࡢホ౯ᩍ⫱
ࡢ㉁ྥୖࡀồࡵࡽࢀࡿゝ࠼ࡿࠋ
ࡑࡢࢧࢡࣝࢆᅇࡍࡓࡵࡶࠊࢡࢸࣈ࣭࣮ࣛࢽࣥࢢࡀᙺ❧ࡘࠋᏛ⩦⪅୰ᚰᆺࡢࠊᏊ౪ࡓࡕࡀ
⪃࠼ࢆゝⴥࡋ࠶ࡗ࡚⮬ศࡓࡕࡢ⪃࠼ࢆ῝ࡵ࡚࠸ࡃࢱࣉࡢᏛ⩦ࡣࠊඛ⏕ࡗ࡚ࡶᏊ౪ࡓࡕࡢ୍
ே୍ேࡀఱࢆࡇࡲ࡛⪃࠼࡚࠸ࡿࡢࡀᤊ࠼᫆ࡃ࡞ࡿⅬࡀ࠶ࡿࠋ࡞ࡐ࡞ࡽࠊࡇࢀࡲ࡛ඛ⏕ࡀㄝ᫂
ࡋ࡚࠸ࡓ㛫ࡣࠊᏊ౪ࡣ㯲ࡗ࡚⪺࠸࡚࠸ࡿࡢ࡛ࠊఱࢆ⪃࠼࡚࠸ࡿࡢࡢࢹ࣮ࢱࡣ㞟ࡲࡗ࡚ࡇ࡞ࡗࡓ ࡢᑐࡋࠊᏛࡧྜ࠺ࢡࣛࢫ࡛ࡣࠕဨࡢኌࢆ⪺ࡃࠖࡇࡶྍ⬟࡛ࡣ࡞࠸ࡽࡔࠋࡑࡢຠᯝࡣࠊඛ
⏕ࡓࡕࡀᏊ౪ࡓࡕࡢ₯ᅾⓗ࡞Ꮫࡪຊࢆぢ┤ࡍࡇࡶࡘ࡞ࡀࡗ࡚࠸ࡃࠋࡉࡽᏊ౪ࡢ⪃࠼᪉ࢆᤊ࠼
ࡿࡇࡼࡗ࡚ࠊḟࡢᤵᴗࡢᒎ㛤ࡢ᪉ࡀ⪃࠼᫆ࡃ࡞ࡿⅬࡶ࠶ࡿࠋࡑࡢⅬࢆᘬࡁฟࡍࡓࡵࡣࠊ ICT ࡢά⏝ࡶᚲせ࡞ࡗ࡚ࡃࡿࠋICT ࢆά⏝ࡍࡿࠊከࡃࡢሙྜࠊᏊ౪୍ே୍ேࡀࡑࡢࢶ࣮ࣝࢆ
ࡗࡓ㌶㊧ࡀṧࡿࠋࢶ࣮ࣝࢆⓎヰࡸ⾜ືࡢグ㘓ჾࡋ࡚࠼ࡤࠊᏊ౪୍ே୍ேࡢヲ⣽࡞Ꮫ⩦ࣉࣟࢭࢫ ࡢグ㘓ࡀṧࡾࠊࡑࢀࢆᚋࡽศᯒࡋ࡚ࠕேࡣ࠸Ꮫࡪࠖࡘ࠸࡚ࠊࡲࡔᡃࠎࡀศࡗ࡚࠸࡞࠸
ࡇࢆぢࡘࡅฟࡏࡿྍ⬟ᛶࡶ࠶ࡿࠋ21ୡ⣖ᆺࢫ࢟ࣝ࠸ࡗࡓ᪂ࡋ࠸Ꮫ⩦┠ᶆࡣࠊࡇ࠺ࡋࡓᩍ⫱ホ ౯ࡢๅ᪂ࢆ㏻ࡌ࡚ᡃࠎ⮬㌟ࡢᏛ⩦⌮ㄽࡢๅ᪂ࡘ࡞ࡀࡗ࡚ࡁ࡚ࠊึࡵ࡚ྲྀࡾ⤌ࡳࡀ࠸ࡢ࠶ࡿࡶࡢ
࡞ࡿࠋ
ᅗ6. ホ౯ࡢ୕ゅᙧ↷ࡽࡋࡓ21ୡ⣖ᆺࢫ࢟ࣝ࡞㈨㉁࣭⬟ຊࡢホ౯
ᘬ⏝ᩥ⊩
୰ኸᩍ⫱ᑂ㆟ (2016). ᗂ⛶ᅬࠊᑠᏛᰯࠊ୰Ꮫᰯࠊ㧗➼Ꮫᰯཬࡧ≉ูᨭᏛᰯࡢᏛ⩦ᣦᑟせ㡿➼ࡢᨵၿཬࡧᚲせ࡞
᪉⟇➼ࡘ࠸࡚㸦2016ᖺ12᭶21᪥ ⟅⏦㸧
Griffin, P., McGaw, B. & Care, E. (2012). Assessment and teaching of 21st century skills. New York: Springer-Verlag. (୕Ꮿ࡞
ࡳ (┘ヂ) ࢢࣜࣇࣥ, P.࣭࣐ࢡࢦ࣮, B.࣭ࢣ, E. (⦅㞟) ┈ᕝᘯዴ࣭ᮃ᭶ಇ⏨㸦ヂ㸧(2014). ࠗ21ୡ⣖ᆺࢫ࢟
ࣝ: ᪂ࡓ࡞Ꮫࡧホ౯࠘㸬ி㒔: ㊰᭩ᡣ).
ᯇୗె௦ (2013). ࠕ┠ᶆ*ホ౯ࢩࢫࢸ࣒ࡢගᙳࠖ㸬ࠗ᪥ᮏ࣒࢝ࣜ࢟ࣗࣛᏛ➨24ᅇⓎ⾲せ᪨㞟㘓࠘, 12-13.
ᮏྜྷᅭᏊ(1979)ࠗ⚾ࡢ⏕άಖ⫱ㄽ࠘ࣇ࣮ࣞ࣋ࣝ㤋
Pellegrino. J. W., Chudowsky, N., & Glaser, R. (2001). Knowing what students know: The science and design of educational assessment, Washington DC: National Academic Press.
Scardamalia, M., & Bereiter, C. (2006). “Knowledge building: Theory, pedagogy, and technology.” In K. Sawyer (Ed.), Cam- bridge Handbook of the Learning Sciences. NY: Cambridge University Press, 97-118.㸦᳃ᩄ࣭⛅⏣႐௦⨾┘ヂ (2009).
ࠗᏛ⩦⛉Ꮫࣁࣥࢻࣈࢵࢡ࠘. ᮾி: ᇵ㢼㤋, 80-96.㸧
Scardamalia, M., Bransford, J., Kozma, R., & Quellmalz, E. (2012). “New assessments and environments for knowledge build- ing.” In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and Teaching of 21st Century Skills. NY: Springer-Verlag,
231-300. (ࢫ࢝ࣝࢲ࣐ࣜࡽ (2014).ࠕ▱㆑ᵓ⠏ࡢࡓࡵࡢ᪂ࡓ࡞ホ౯Ꮫ⩦⎔ቃࠖ㸬ࠗ21ୡ⣖ᆺࢫ࢟ࣝ-Ꮫࡧホ౯
ࡢ᪂ࡓ࡞ࡓࡕ࠘ᡤ. ி㒔: ㊰᭩ᡣ, 77-157.)
Shirouzu, H., Saito, M., Iikuo, S., & Nakayama, T. (2017). “Iterative assessment cycle powered by teachers and AI.” Talk pre- sented at KBSI 2017.
