JPH11208156A - Collection of test question for evaluation by viewpoint - Google Patents

Abstract

PROBLEM TO BE SOLVED: To facilitate to grasp condition of achievement on learning on main three viewpoints and to sum up by viewpoints of test results and to make pupils tackle a test. SOLUTION: First to third test columns 15-17 by viewpoint are successively allocated from the left on a paper face 1 on the surface side of. a horizontal test paper and a score entering column 14 is allocated on the upper right hand. In case of arithmetic, a question 15b for evaluating degree of achievement of learning by viewpoint of 'knowledge and understanding' is provided in the first column 15 for test by viewpoint and a question 16b for evaluating it by viewpoint of 'expression and processing' is provided in the second column 16 for test by viewpoint and a question 17b for evaluating it by viewpoint of 'mathematical thought' is provided in the third column 16 for test by viewpoint. The name 15a of viewpoint in the first column 15 for test by viewpoint and the first score entering column 14a by viewpoint corresponding to this is unified by purple color and the name 16a of viewpoint in the second column 16 for test by viewpoint and the second score entering column 14b by viewpoint corresponding to this is unified by green color and the name 17a of viewpoint in the third column 17 for test by viewpoint and the third score entering column 14c by viewpoint corresponding to this is unified by orange color.

Description

DETAILED DESCRIPTION OF THE INVENTION

[0001]

BACKGROUND OF THE INVENTION 1. Field of the Invention The present invention relates to a collection of problems used in a test for evaluating the learning achievement of an elementary school child for each evaluation viewpoint.

[0002]

2. Description of the Related Art In elementary schools, the Ministry of Education specifies that the evaluation of children's learning achievement in each learning subject should be performed from three main evaluation viewpoints in the case of cognitive domains. For example, in the case of arithmetic, there are three perspectives such as “knowledge / understanding”, “expression / processing” and “mathematic thinking”. In the case of science, there are three perspectives such as “knowledge / understanding”, “observation / experiment”, and “scientific thinking”. In the case of society, the achievement of learning must be evaluated from three viewpoints: knowledge / understanding, observation / use of materials, and social / thinking judgment. For this reason, in the tests conducted at schools, a large number of question books with questions arranged for each viewpoint are often used on the test paper for each learning unit so that the learning achievement can be evaluated from the above three evaluation viewpoints. Can be

FIG. 4 shows, as a typical conventional example, a front page of a test sheet relating to a unit of "multiplication" in a collection of questions used in an arithmetic test in the first semester of an elementary school, and FIG. It shows. That is, in this collection of questions, a test sheet is used in a portrait orientation, and questions for evaluating the learning achievement of multiplication from the viewpoint of "knowledge and understanding" are arranged on the front side of the sheet as shown in FIG. A viewpoint-specific test column a and a viewpoint-specific test column b in which questions for evaluating the learning achievement of multiplication from the viewpoint of “expression / processing” are provided in two stages on the left and right sides.
As shown in FIG. 5, viewpoint-based test columns c are provided in which questions for evaluating the learning achievement of multiplication from the viewpoint of “mathematical thinking” are provided. Have viewpoint names a 'to c' of "knowledge / understanding", "expression / processing", and "mathematical thinking", respectively. In addition, the teacher grades the results of the tests performed by each child. On the front side, the score in the test column a for each viewpoint is entered in the score entry column d for each viewpoint, and the score in the test column b for each viewpoint is entered in the score entry column e for each viewpoint.
, And the total is entered in the score entry column g for each viewpoint, and the score in the test column c for each viewpoint is entered in the score entry column f for each viewpoint on the back side of the paper.

[0004]

However, according to the conventional collection of test questions for evaluation according to viewpoints, since the questions are divided into the front side and the back side of the test paper, the child sees all the questions at the same time. When testing, it is common practice to work on the front questions first and then work on the back questions. Therefore, a child who takes time to answer the front side may be able to solve the front side questions within the given answering time, and the back side questions may end up without seeing even if they solve them. was there. For this reason, the teacher could not grasp whether the questions in the test box c for viewpoints related to “mathematical thinking” on the other side could not be done because of the inability to solve it or because of the lack of time, and the child's learning achievement There was a risk that the situation could not be accurately assessed. Also for this,
In some teachers, only the front side test columns a and b were scored, and the original purpose of grasping the learning achievement status from three evaluation viewpoints was abandoned.

[0005] In addition, when the teacher grades the test results, after scoring the two viewpoint-specific test columns a and b on the front side,
The test box c for each viewpoint on the back side is scored upside down. For this reason, all the viewpoint-specific test columns a to c cannot be viewed at the same time, and the test paper must be turned over one by one, which makes it difficult to grasp the learning achievement status by viewpoint.

The scores in the viewpoint-specific test columns a and b are separately entered in the front-side viewpoint-specific score entry columns d and e, and the scores in the viewpoint-specific test column c are separately entered in the back-side viewpoint-specific score entry column f. As described above, the test creator selects two viewpoints considered to be particularly important among the three evaluation viewpoints, considering that some teachers score only the test columns a and b for each viewpoint. Then, there is a current situation in which questions relating to this are assigned to the two test columns a and b for each viewpoint on the front side. For this reason, depending on the unit, for example, in the case of an arithmetic test, the test columns a and b on the front side are questions relating to "knowledge / understanding" and "expression / processing", or "knowledge / understanding" and "mathematical". The order of the teachers was not uniform due to issues related to the way of thinking, and it was difficult for teachers to score the overall learning achievement from three perspectives, and it was difficult to compile test results.

[0007] Classes at schools are generally conducted in the order of textbook learning units. However, some teachers change the order of the units based on their original ingenuity and carry out lessons. There are also examples of conducting flexible education in which tests are conducted regardless of the order of the textbook learning units, or tests are omitted for certain units. However, according to the conventional collection of test questions for viewpoint-based evaluation, a test number h indicating the order of the learning units is displayed large on the left shoulder of the front side of each test sheet, and this test number h is the order in which the tests are performed. Therefore, it was inconvenient to practice flexible education as described above.

[0008] The present invention has been made under the above circumstances, and its main problems are to grasp the learning achievement status from three main viewpoints and to summarize the test results by viewpoint. The purpose of the present invention is to provide a collection of evaluation test questions for viewpoints that are easy and easy for children to work on.

[0009]

Means for Solving the Problems The technical problems described above are:
This can be effectively solved by the present invention. That is, the collection of test questions for evaluation according to viewpoints according to the present invention includes various questions based on all evaluation viewpoints for each learning unit for each viewpoint on the front side of each horizontally long test sheet bound for each learning unit. A plurality of viewpoint-specific test columns to be arranged are sequentially partitioned on the left and right, and a score entry column having a plurality of viewpoint-specific score entry columns corresponding to the respective viewpoint-specific test columns is allocated. Note that the “evaluation viewpoint” or “perspective” here is a viewpoint for evaluation of learning achievement as described above, and the Ministry of Education defines three main viewpoints for each learning unit. ing. Therefore, as a specific example of the present invention, a test column for each viewpoint and a score entry column for each viewpoint are arranged in three rows corresponding to each of the above viewpoints.

[0010] According to the above configuration, the child can see all the questions to be addressed without turning over the test sheet at the time of the test. You can work in ascending order, and you won't end up without seeing some of the questions in the test columns. Moreover, the teacher can more accurately evaluate the learning achievement status of the child from all viewpoints.

The test columns for each viewpoint and the corresponding score entry columns for each viewpoint are assigned to predetermined positions on the paper, regardless of the learning unit. Evaluation of the degree of attainment becomes easy. In addition, when the test results for each learning unit are totaled at the end of the semester and the evaluation for the entire semester is performed, the score totaling work for each viewpoint is easy by totaling the scores in the score entry column for each viewpoint in all units. become.

In a more preferred configuration added in the present invention, the viewpoint names in the test columns for each viewpoint and the corresponding score entry columns for each viewpoint are displayed in a uniform color for each evaluation viewpoint. In other words, by using the unified color for each viewpoint, it is easier to enter a score at the time of scoring, to evaluate the learning achievement degree for each viewpoint after scoring, and to collect the score for each viewpoint.

In another preferred configuration added to the present invention, a test number indicating a standard test execution order is displayed in a small and inconspicuous size on an upper portion of a test sheet. In this way, when conducting tests by changing the order of units based on the curriculum originally devised by the teacher, it is less likely to be caught in the standard test order by test number, so flexible education practice Is not disturbed.

In another preferred configuration added to the present invention, a memorandum is provided at a lateral end of the back side of each test sheet, and a mountain fold line displayed adjacent to the memorandum is provided. Is folded so that the memorandum column appears adjacent to the specific viewpoint-specific test column on the front side of the sheet. In particular, in the case of an arithmetic test or the like, the student can effectively use the memorandum as a calculation space for answering the applied problem,
The scoring teacher can easily see how the child understood and calculated.

[0015]

DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS FIG. 1 shows, as a preferred embodiment of the present invention, a front-side sheet 1 of a test sheet relating to a learning unit of "multiplication" in a collection of evaluation test questions for elementary school three-year arithmetic. FIG. 2 shows a paper surface 2 on the back side of the test paper.

The test paper is, for example, A3 size paper which is used in landscape orientation. On the front side of the paper 1 shown in FIG. 1, along the upper end thereof, a test subject name display column 11 of “arithmetic” and “3”
Year 1. A unit name display column 12 for "multiplication", a child's name entry column 13, and a score entry column 14 are provided in a line from left to right. The lower spaces of the columns 11 to 14 are divided into first to third viewpoint-specific test columns 15 to 17 by partition lines 1a and 1b. On the upper side of the test subject name display column 11, the test number 18 is displayed as "1" in an inconspicuous size sufficiently smaller than the characters of the test subject name display column 11 and the like on a dark blue background with white outline. ing.

The test subject name display field 11 has a uniform color for each subject, such as white letters on a blue background for arithmetic, red letters on a red background for Japanese, and green letters on green for science. Is displayed. The score entry column 14 includes first to third viewpoint-specific score entry columns 14a to 14c and a total score entry column 14d. Perspective score entry fields 14a-1
4c, the first viewpoint-specific score entry field 14a on the left side is surrounded by a purple frame line, and above it, the viewpoint name of "knowledge / understanding" is displayed in black on purple background. Also, the middle second viewpoint-specific score entry field 14b is surrounded by a green frame line, and the upper part thereof is displayed with black text on a green background and the viewpoint name of "expression / processing". The third viewpoint-specific score entry column 14c on the right side is surrounded by an orange frame line, and the upper part of the third viewpoint-specific score entry column 14c is indicated by black letters in orange and a viewpoint name of "mathematical thinking".
Further, the total score entry field 14d on the right is further surrounded by a red frame line.

Of the viewpoint-based test columns 15 to 17, the first viewpoint-based test column 15 on the left has a viewpoint name 15a of "knowledge / understanding" displayed at the upper end thereof, for example, in white letters on purple background. Below, several questions 15b are provided for evaluating the learning attainment regarding multiplication from the viewpoint of "knowledge and understanding". In addition, the middle second viewpoint-specific test column 16 has a viewpoint name 16a of “expression / processing” displayed at the upper end thereof, for example, in white letters on a green background, and a learning achievement degree related to multiplication below. For "expression and processing"
Questions (computation problems) to evaluate from the perspective of
16b is provided. Further, the third viewpoint-based test column 17 on the right side has a viewpoint name 17a of “mathematical thinking” displayed at the upper end thereof, for example, in orange background with white letters.
Below it, there are provided several questions (text titles) 17b for evaluating the learning attainment regarding multiplication from the viewpoint of “mathematical thinking”.

That is, since all the questions relating to the three viewpoints to be evaluated are provided on the front side of the sheet 1, the child can see all the questions to be addressed without turning the test sheet over during the test. Yes, the teacher can score only on the front page. In addition, the first viewpoint-specific test column 15
In the above, the viewpoint name 15a of "knowledge / understanding" and the corresponding score entry column 14a for the first viewpoint corresponding to this are unified in purple,
The viewpoint name 16a of "expression / processing" in the second viewpoint-specific test column 16 and the corresponding second viewpoint-specific score entry column 14b are unified in green, and the "mathematics" in the third viewpoint-specific test column 17 is unified. 17a and the corresponding third viewpoint-specific score entry column 14c are unified in orange, so that the scoring results of the viewpoint-specific test columns 14-17 are entered in the corresponding viewpoint-specific score entry columns. The work to fill in the columns 14a to 14c becomes easier, and the test sheets for the other learning units are also assigned to the same positions in the test columns 15 to 17 for each viewpoint. Etc. can be easily performed. In addition, since the test number 18 indicating the standard test execution order is displayed in a small and inconspicuous size on the test subject name display column 11, the teacher can independently determine the test execution order based on the test number 18 Tests can be conducted based on the curriculum devised.

On the other hand, on the back side of the paper 2 shown in FIG. 2, there is provided a learning section 21 in which children can work with interest.
A calculation space 22 surrounded by a thick frame line 22a is provided as a memorandum on the right side of the calculation space 22 and the learning space 21. The space is defined by the mountain fold line 2a. Also, the position of this mountain fold line 2a is on the paper
At the left side of the partitioning line 1b in FIG. 1, substantially corresponds to the middle in the lateral direction of the space where the first test field 15 for each viewpoint and the test field 16 for the second viewpoint are combined. Is folded in a mountain fold, as shown in FIG. 3, a calculation space 22 appears adjacent to the third viewpoint-specific test column 17 on the front side paper surface 1.

Therefore, when the child answers the question relating to the “mathematical concept” in the third viewpoint-specific test section 17, the test sheet is folded back at the mountain fold line 2a, and, for example, the question 4 “1. In the process of answering the question "I bought three erasers in a circle. How much money do you pay?"
2 can be handwritten, which is convenient. In addition, even when the teacher scores the test results, it is possible to easily determine what kind of calculation the student performed on which sentence.

The present invention is not construed as being limited to the illustrated embodiment. For example, a similar assignment style can be applied to a collection of questions other than arithmetic, such as language, society, and science.

[0023]

As described above, according to the collection of test questions for viewpoints according to the present invention, all the questions for each viewpoint are provided on the front side of the sheet, so that the child who takes the test is related to a certain viewpoint. The test does not end without seeing any questions, facilitating teachers' scoring and scoring of scores by viewpoint, etc., and enables accurate assessment of children's learning achievement from all major viewpoints In addition, various effects such as facilitating the execution of tests based on the teacher's own curriculum are realized.

[Brief description of the drawings]

FIG. 1 shows a preferred embodiment of the present invention, in which “multiplication” in a collection of evaluation test questions for three-year elementary schools is performed.
FIG. 4 is an explanatory diagram showing a front side of a test sheet relating to a learning unit of FIG.

FIG. 2 is an explanatory diagram showing a paper surface on the back side of the test paper.

FIG. 3 is an explanatory view showing a state in which the test paper is folded back so that a calculation space on the back side is adjacent to a third viewpoint test column on the front side.

FIG. 4 is an explanatory diagram showing a front side of a test sheet relating to a learning unit of “multiplication” in a conventional evaluation test collection for three-year arithmetic for elementary school.

FIG. 5 is an explanatory diagram showing a paper surface on the back side of the conventional test paper.

[Explanation of symbols]

 1 Front side paper 14 Score entry field 14a-14c Perspective score entry field 15-17 Perspective test field 15a, 16a, 17a Perspective name 18 Test number 2 Back side paper 2a Mountain fold line 22 Calculation space (memorandum field)

Claims (4)

[Claims] 1. A plurality of viewpoint-specific test columns for arranging various questions based on all evaluation viewpoints for each learning unit for each viewpoint on a front surface of each horizontally long test sheet bound for each learning unit. A collection of test questions for evaluation by viewpoint, wherein a score entry column having a plurality of viewpoint entry score entry columns corresponding to the viewpoint-specific test entry columns is sequentially assigned to left and right. 2. The viewpoint according to claim 1, wherein the viewpoint name of each viewpoint test column and the corresponding score entry column for each viewpoint are displayed in a unified color for each evaluation viewpoint. Collection of test questions for evaluation. 3. The evaluation method according to claim 1, wherein a test number indicating a standard test execution order is displayed in a small and inconspicuous size on an upper part of each test sheet. Collection of test questions. 4. The memory according to claim 1, wherein a memorandum is provided at a lateral end of the back side of each test paper, and a mountain fold line displayed adjacent to the memorandum. A collection of test questions for viewpoints, wherein the memorandum field appears adjacent to a specific test field for each viewpoint on the front side of the paper by folding back the paper along.