紀要論文 米国における大学教育の質保証と教育改革の動向 : 米国訪問調査の報告
The Context in the Development Student Learning Outcomes Assessment Systems and Education Reform in U.S. Higher Education : The Report of the Field Survey in U.S. Higher Education
ベイコク ニ オケル ダイガクキョウイク ノ シツホショウ ト キョウイクカイカク ノ ドウコウ ベイコク ホウモン チョウサ ノ ホウコク

安部(小貫), 有紀子  ,  川嶋, 太津夫  ,  山口, 和也  ,  南岡, 宏樹  ,  妹尾, 純子  ,  アベ(オヌキ), ユキコ  ,  カワシマ, タツオ  ,  ヤマグチ, カズヤ  ,  ミナミオカ, ヒロキ  ,  セノ, ジュンコ  ,  Abe(Onuki), Yukiko  ,  Kawashima, Tastuo  ,  Yamaguchi, Kazuya  ,  Minamioka, Hiroki  ,  Seno, Junko

4pp.35 - 42 , 2016-03-31 , 大阪大学全学教育推進機構 , オオサカ ダイガク ゼンガク キョウイク スイシン キコウ
ISSN:21876002
NII書誌ID(NCID):AA1260980X
内容記述
The purpose of this paper is to share information about context trends of student learning outcomes A general education assessment is focus on student learning outcomes. It is affected by demand from the federal government and an area accreditation association. An assessment process is a good opportunity for faculty development itself as discussing student learning and an educational philosophy for faculty members each other. The new trend is making a “Rubric” together as part of an assessment process in recent years. Because a “Rubric” is an one of good tools for creating a visualization of an internal assessment criterion in faculty themselves. and education reform in U.S. higher education. 5 members who are faculty and staffs at Osaka University conducted a field survey at 3 U.S. colleges and an association (Association of AmericanCollege & Universities) in March 9-13 2015. Surveyed 3 colleges (Carnegie Melon University (CMU),James Madison University (JMU), University of Maryland) are selected by variety backgrounds. Thispaper is constituted with focus on interviews with key persons at an association and colleges.The learner-centered philosophy since the mid-1980s leaded education reform powerfully in U.S. higher education. It is trends in provision of subject about “a scholarship in practice” in a general education curriculum. 3 colleges work on a student learning outcomes assessment in curriculums. Central management offices in colleges like an institutional research and development of teaching and learning, support assessment activities in each department and programs. It is called “a liaison model” and “a client model.” A general education assessment is focus on student learning outcomes. It is affected by demand from the federal government and an area accreditation association. An assessment process is a good opportunity for faculty development itself as discussing student learning and an educational philosophy for faculty members each other. The new trend is making a “Rubric” together as part of an assessment process in recent years. Because a “Rubric” is an one of good tools for creating a visualization of an internal assessment criterion in faculty themselves.
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http://ir.library.osaka-u.ac.jp/dspace/bitstream/11094/56224/1/ouhes_04_035.pdf

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