発表の評価基準を学習者が話し合いで決める試み

Abstract

This article discusses the interactive self-evaluation activity, analyzing two courses on Japanese conversation(intermediate-advanced). The (i)-course has 20 students, while the (ii)-course has 17 students. Rubrics wereconstructed in the (i)-course alone. A questionnaire was conducted in the final week. As for the question asking whether the learners aresatisfied with their evaluation standards for their final presentations, the average is 4.6 points (out of 5 points)in the (i)-course and 4.2 in the (ii)-course. As for the question asking whether the learners view as a goodpractice to determine evaluation criteria by themselves, the average is 4.2 points in the (i)-course and 3.8 pointsin the (ii)-course. Some learners in the (i)-course alone stated that they chose their standards by consciouslyconsidering important issues, which suggests that they are aware of evaluation items objectively. On the otherhand, some learners in the (ii)-course alone expressed objection to the self-evaluation activity in terms offairness and related issues. The present study suggests that the use of rubrics is effective for getting consent on the evaluation standard.