<表簿の実践>としての教育評価史試論-明治期小学校における学業成績表形式の変容をめぐって-  [in Japanese] The History of Record Keeping for Educational Assessment : Changes in the Form of Attainment Records in Modern Japanese Schools  [in Japanese]

This paper aims to make clear how recording practicc have developed, by tracing the change in the form of attainment records in modern Japanese elementary schools. As the starting point, M.Foucault's argument on the "power of writing" is, in which he discusses the issue concerning the appearance of individuals in the intellectual field. On the basis of this theme, the history of the practice of describing individuals in school is explored. First, the examination system in the early Meiji era is considered. In those days, the beginning period of the modern Japanese school, a standard type of paper to record test scores already existed. However the papers were characteristically intended rather for public notification, not necessarily for analysis. Later, as recording practices gradually became the norm, the procedure of recording became more systematized. What is particularly notable in the change process is that since the 1890's there has appeared a new form which offers an independent paper for each person's evaluation. This change can be regarded as a phenomenon which immediately indicates a shift of perspective towards that of seeing the individual as the object of analysis. Moreover it was the abolition by law in 1900 of the examination system for promotion that prompted the organization and systematization of recording practices. The evaluation method "kosa" adopted instead of the old one was a very innovative experiment that depended on the potential of the media of attainment records. On these ground, it is concluded that the attainment records themselves have characterised the method of evaluation.