Speakers
Abstract section 3: Content/method
To address our research questions, we employ a mixed-methods approach. First, factor analysis of survey data identifies specific barriers within the "double bind" (RQ1). Second, we evaluate the "Practical Portfolio" through a semester-long intervention (RQ2). This research analyzes student reflections and survey shifts to demonstrate how the streamlined format reduces teacher workload while tracking growth. By focusing on these data, we show how assessment can be transformed into a sustainable practice.
Abstract section 4: Outcomes/results
Factor analysis identified three distinct dimensions; however, these did not evenly reflect beliefs, self-efficacy, and practice, instead revealing the harsh realities of the "double bind." Despite this, consolidating data onto a single page transformed scattered learning into a visible "story of growth." Most importantly, the significantly reduced administrative burden created the mental space for meaningful feedback. This versatile tool demonstrates how streamlined assessment can restore teaching across both secondary and higher education.
Abstract section 2: Contribution/research questions
- How does the "double bind" of secondary school teachers—balancing administrative/student guidance duties with MEXT's assessment requirements—affect the implementation of Classroom-based Assessment?
- To what extent can a simplified, single-page "Practical Portfolio" reduce teacher workload while maintaining the quality of formative assessment and tracking student growth?
Abstract section 5: References
Ministry of Education, Culture, Sports, Science and Technology (MEXT). (2020). Reiwa ni nendo eigo kyoiku kaizen puran [Plan for improving English language education in 2020]. https://www.mext.go.jp/a_menu/kokusai/gaikokugo/1418086_00001.htm
Authors, (2022). Research article
Abstract section 1: Relevance
Our research on Classroom-based Assessment investigates teachers’ beliefs, self-efficacy, and practices (Authors, 2022), revealing a significant divide between university and secondary school contexts. While university instructors face their own challenges, secondary teachers endure a relentless "double bind." They are overwhelmed by administrative duties and intensive student guidance (seito shido), yet the National Curriculum (MEXT, 2020) demands high-quality formative assessment and "Instructional and Evaluative Integration." Consequently, many find these mandated pedagogical ideals physically impossible within their time constraints. This gap between "what should be done" and "what can be done" is the core issue.
| Title | Bridging Assessment Gaps: A Portfolio Tool for All Educators |
|---|---|
| Teaching Context | General |