Speaker
Description
In Japan, integrating instruction and assessment has long been a central theme of educational reform; yet many challenges remain, such as imbalances between summative and formative assessments, and difficulties in creating rubrics. This session will examine current issues in assessment practices in Japan, explore the concept of “assessment as learning,” and share practical examples of making assessments more student-centered. Participants will gain insights into implementing “assessment as learning” in their courses.
Abstract section 4: Outcomes/results
Participants will gain insights into the challenges of the assessment practices in Japan and some key aspects of the current debate over assessment policy. This includes some arguments in relation to the next revision of the national curriculum. They will also learn about the notion of "assessment as learning," and explore some ways to incorporate it into their classrooms.
Abstract section 2: Contribution/research questions
The purpose of this session is to explain the issues surrounding assessment policies and practices in English education in Japan, and to provide practical ideas to implement "assessment as learning."
Abstract section 5: References
Bacquet, J. N. (2020). Implications of summative and formative assessment in Japan - A review of the current literature. International Journal of Education and Literacy Studies, 8(2), 28-35.
Earl, L. M. (2013). Assessment as learning: Using classroom assessment to maximize student learning (2nd ed.). Corwin.
Tamura, M. (2021). Gakushu hyoka [Learning assessment]. Toyokan Shuppansha.
Abstract section 1: Relevance
Summative assessment is often described as "assessment of learning," whereas formative assessment is referred to as "assessment for learning." "Assessment as learning" is a subset of the latter, in which assessments are used to develop and support students' metacognition (Earl, 2013). One key issue in assessment practices in Japan is that teachers often confuse summative and formative assessments (Tamura, 2021). Furthermore, Bacquet (2020) argues that English education in Japan places heavy emphasis on summative assessments and asserts that this practice needs to change. This presentation will address the issues by suggesting some practical ideas to incorporate "assessment as learning."
Abstract section 3: Content/method
This session will first give an overview of some issues in current assessment practices in Japan and shed light on the ongoing debate over assessment policy within the national curriculum. Subsequently, it will explore specific formative assessment practices, including the use of rubrics and the implementation of peer feedback.
| Title | Incorporating "assessment as learning" in the classroom |
|---|---|
| Teaching Context | General |