ICU 日本語教育５０周年記念行事

レクチャーシリーズ２

Assessment in a Digital Age:
A Model for English Language Arts

last updated on April 25, 2003

　　　　講演者　　Prof. Clifford Hill
　　　　　　　　　Arthur I. Gates Professor of Language and Education
　　　　　　　　　Teachers College, Columbia University

　　　　テーマ　　Assessment in a Digital Age: A Model for English Language Arts

　　　　日　時　　５月９日（金）午後５時〜８時
　　　　　　　　　※レセプションの間にご講演いただく予定です。

　　　　場　所　　国際基督教大学　アラムナイハウス２階
　　　　参加費　　\2000
　　　　　　　　　※会場準備の都合上、5/6（火）午後5時までに出席をお知らせください（下記参照）

【講演概要】

　The presentation will report on a collaborative project by the College Board and Columbia University, in which digital technologies are used to construct and evaluate an assessment model for the Pacesetter Program. This program is sponsored nationally by the College Board to prepare culturally diverse students for higher education. As indicated by Census 2000, immigrant populations are rapidly expanding in the United States and an increasing proportion of them are seeking admission to higher education.

　The presentation will be divided into two sections:

(1) an assessment model characterized as grounded constructivism will be illustrated with sample tasks in the three areas of Pacesetter English: literature, film, and media (the model is designed so that students move through an integrated sequence of activities in which they first use digital tools to organize information that they then draw on as they respond to constructivist activities)

(2) evaluation of student responses to the tasks will be illustrated with

(a) a rubric based on content, clarity, critical/creative thinking

(b) a process log that provides information about strategiesﾑfor example, previewing and revisingﾑthat students use as they respond to the tasks.

　The presentation will conclude with a focus on major benefits of digital assessment. With respect to students, such assessment provides access to integrated mediaﾑprint, sound, imageﾑand digital tools necessary for working with these media. Since students are increasingly accustomed to using a computer at school and at home, digital assessment is especially informative about how well they are prepared to participate in a modern society.

　With respect to evaluators, digital assessment provides access not only to the ﾔwhatﾕ but also to the ﾔhowﾕ of a student response. The process log enables evaluators to provide feedback about how students respond (e.g., how much time they spend previewing various components of a task and how much time they spend revising their response). In effect, digital assessment can provide a diagnostic dimension at the same time that it provides information for other major functions of assessmentﾑselecting, placing, or certifying students.

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