Departmental Bulletin Paper 高等教育の質保証における学習成果の位置 : 国際比較と学習成果の可視化
Quality Assurance in Higher Education : An International Comparison of Assessment Models and Visualization of Learning Outcomes

塚原, 修一  ,  濱名, 篤  ,  山口, アンナ真美

(10)  , pp.177 - 189 , 2017-03-31 , 関西国際大学教育総合研究所
The aim of this paper is to make an international comparison of three assessment models for quality assurance in higher education (HE). They are: the Tuning project in Europe, the National Examination for the Assessment of Student Performance (ENADE) in Brazil and the VALUE Rubrics in the United States. Our main findings are as follows. In Europe, each country has its own quality assurance system and consequently, the curriculum and the level of academic achievement vary across countries. In 2000 the Tuning project was introduced with the purpose to make the degrees compatible. To this end, it introduced generic and subject specific competences to be used as reference points for common curricula. Contrasting with Europe, in 2004 Brazil introduced ENADE, a national exam for direct assessment of learning outcomes and is currently positioned as one of the major criteria for assessing quality. It appears that ENADE has contributed to the improvement of overall quality of HE institutions. Different from these two models, in 2007 the United States introduced the VALUE Rubrics as a means of assessing student learning outcomes in a more holistic way. This model combines the competences as found in the Tuning project and the standardized assessment with the use of the scoring sheets. We found that VALUE Rubrics appear to be the most suitable model for assessing Japanese HE institutions. When HE institutions need to enhance accountability and assure quality, to develop a universal assessment framework that can facilitate the “visualization” of learning outcomes becomes increasingly important.

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