出版社：Nihon Kyoiku Shinri Gakkai,Japanese Association of Educational Psychology
摘要：Nowadays the concept of criterion-referenced measurement/evaluation is applied in the fields of educational measurement and practice. But various problems to be clarified ramain in theory and in its practical application. The first speaker, Fujita, presented various patterns of frequency distribution of test scores based upon more than 10,000 samples ; he also analyzed the relationship between score distribution pattern and item construction and/or scoring system. Healso pointed out the basic assumption that inner process of learning was continuous but its external expression was discrete. The second speaker, Nojima, reported of the recent studies of criterion-referenced measurement in United States. He, at first, analized the term “criterion” and then reviewed the ways and concepts of its meaning. The third speaker, Ueda, reported some influences‘on teachers’attitude and practice by introducing criterion-referenced asurement/evaluation into schools. And he pointed out some urgent tasks that would promote the educational practices based upon a mastery learning model. Yoshizaki and suga, discussants, after raising several questions concerning each speaker's presentation, Prof. Hachino, Prof. Murakoshi, and some others from the audience put up questions and opinions to which the speakers willingly replied.
其他摘要：Nowadays the concept of criterion-referenced measurement/evaluation is applied in the fields of educational measurement and practice. But various problems to be clarified ramain in theory and in its practical application. The first speaker, Fujita, presented various patterns of frequency distribution of test scores based upon more than 10,000 samples ; he also analyzed the relationship between score distribution pattern and item construction and/or scoring system. Healso pointed out the basic assumption that inner process of learning was continuous but its external expression was discrete. The second speaker, Nojima, reported of the recent studies of criterion-referenced measurement in United States. He, at first, analized the term “criterion” and then reviewed the ways and concepts of its meaning. The third speaker, Ueda, reported some influences‘on teachers’attitude and practice by introducing criterion-referenced asurement/evaluation into schools. And he pointed out some urgent tasks that would promote the educational practices based upon a mastery learning model. Yoshizaki and suga, discussants, after raising several questions concerning each speaker's presentation, Prof. Hachino, Prof. Murakoshi, and some others from the audience put up questions and opinions to which the speakers willingly replied.
