<Educational Practice Reports>An Entrance Examination That Utilizes Performance Assessment to Support the Articulation between High School and University: A Study of a Unique Entrance Examination Designed by the Faculty of Education, Kyoto University

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  • <実践報告>パフォーマンス評価を活かした高大接続のための入試--京都大学教育学部における特色入試の取り組み--
  • パフォーマンス評価を活かした高大接続のための入試 : 京都大学教育学部における特色入試の取り組み
  • パフォーマンス ヒョウカ オ イカシタ コウダイ セツゾク ノ タメ ノ ニュウシ : キョウト ダイガク キョウイク ガクブ ニ オケル トクショク ニュウシ ノ トリクミ

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Abstract

From 2016 onwards Kyoto University have utilized a unique entrance examination––a type of admission office (AO) entrance examination––in order to facilitate the "articulation between high school and university." The introduction of this new entrance examination was prompted by university entrance examination reforms introduced by the Ministry of Education, Culture, Sports, Science and Technology (MEXT). The Faculty of Education at Kyoto University designed its own entrance examination, its distinctive characteristic being the use of performance assessment. Specifically, it uses a selection method that combines the four following elements: a "learning outcome report" and attached portfolio; a "learning design report" outlining the student's plans and prospects regarding their future studies and career; an oral examination; and performance tasks, based on several documents provided, to measure reading, critical thinking, and problem-solving abilities. This study confirms that this unique entrance examination used in 2016 at the Faculty of Education has a significant impact on facilitating the articulation between high school and university. The examination successfully targets and assesses different learning outcomes of high school education from those who were assessed in the previous general entrance examinations. Particular strengths of the unique examination included the assessment of broad learning outcomes, by evaluating portfolios, and the development of unique performance tasks. The positive effects of these changes were also revealed in interviews with successful candidates, and in a follow-up survey conducted during the first-year course "Introduction to Educational Studies I."

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