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カリキュラム評価における教育データの活用可能性
http://hdl.handle.net/2298/0002001196
http://hdl.handle.net/2298/000200119646b09a7b-97a4-46a0-b4d7-880221874087
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KKK0074_075-082.pdf (445.9 KB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||
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| 公開日 | 2026-01-07 | |||||||||||
| タイトル | ||||||||||||
| タイトル | カリキュラム評価における教育データの活用可能性 | |||||||||||
| 言語 | ja | |||||||||||
| タイトル | ||||||||||||
| タイトル | カリキュラム ヒョウカ ニオケル キョウイク データ ノ カツヨウ カノウセイ | |||||||||||
| 言語 | ja-Kana | |||||||||||
| タイトル | ||||||||||||
| タイトル | Potential of data in education for curriculum evaluation | |||||||||||
| 言語 | en | |||||||||||
| 言語 | ||||||||||||
| 言語 | jpn | |||||||||||
| キーワード | ||||||||||||
| 主題 | curriculum evaluation, data in education, CIPP model | |||||||||||
| 資源タイプ | ||||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||||
| 著者 |
古賀, 竣也
× 古賀, 竣也
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| 内容記述 | ||||||||||||
| 内容記述タイプ | Other | |||||||||||
| 内容記述 | This paper examines how data in education can be utilized for curriculum evaluation in Japanese primary and secondary schools by organizing such data within the CIPP （Context, Input, Process, and Product） model. Building on current national initiatives in education DX, it clarifies the scope of data in education, and argues that curriculum evaluation is a value judgment grounded in evidence while oriented to both improvement and accountability. The study proposes a correspondence framework that links typical evaluation questions in each CIPP phase to concrete data sources and feasible analytic methods. Context evaluation uses pre-existing administrative and school data to prioritize needs. Input evaluation assesses the feasibility and cost-effectiveness of plans using staffing, scheduling, and alignment with national curricula. Process evaluation monitors implementation with activity logs and observational records. Product evaluation triangulates test scores, performance tasks, portfolios, costs, and unintended effects to judge outcomes and sustainability. The paper emphasizes that data use is a means to inform （rather than replace） teachers’ professional judgment, and it outlines operational considerations. Future work is identified in （a） identifying data definitions and keys to operationalize the framework in schools, （b） designing evaluation criteria that balance locally meaningful judgments with cross-school comparability, and （c） articulating interdependencies across CIPP phases to support cyclical, evidence-informed improvement. | |||||||||||
| 書誌情報 |
ja : 熊本大学教育学部紀要 巻 74, p. 75-82, 発行年 2025-12-19 |
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| ISSN | ||||||||||||
| 収録物識別子 | 2188-1871 | |||||||||||
| NCID | ||||||||||||
| 収録物識別子タイプ | NCID | |||||||||||
| 収録物識別子 | AA12653153 | |||||||||||
| 著者版フラグ | ||||||||||||
| 出版タイプ | VoR | |||||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||||
| 出版者 | ||||||||||||
| 出版者 | 熊本大学教育学部 | |||||||||||
| 言語 | ja | |||||||||||
