The Creation of an Internal Quality Assurance System for Assessment in Japanese Universities Based on the British Model

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  • 成績評価の内部質保証制度構築に関する比較研究
  • 成績評価の内部質保証制度構築に関する比較研究 : イギリスの事例を鏡として
  • セイセキ ヒョウカ ノ ナイブシツ ホショウ セイド コウチク ニ カンスル ヒカク ケンキュウ : イギリス ノ ジレイ オ カガミ ト シテ
  • イギリスの事例を鏡として

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Abstract

<p>　 When examining the results of assessment across modules in Japanese universities, glaring inconsistencies are immediately noticeable. Marks are likely to be extremely high or low (i.e. either the majority of the marks are failing grades or over half of students receive the highest marks). This is widely recognised as a problem in almost all Japanese universities (Amano 1999, Fujimura 2004, Tatematsu 2008).</p><p>　 With regard to the present state of such assessment practices, the Central Council for Education in Japan (2008: 26), in its Report entitled ‘Toward the Creation of an Undergraduate Curriculum’, points out that ‘In our nation’s universities, assessment criteria are assigned fully to individual academics, and systematic methods of handling them are inefficient.’ To encourage reform, the Report calls for ‘an objective, systematic method to evaluate learning―with mutual understanding among academics―that starts with the introduction of the Grade Point Average (GPA) system as well as the establishment of assessment criteria and final objectives for each module or subject.’</p><p>　 However, as long as trust in marks remains low―regardless of whether individual levels of attainment (student achievement) are clearly reported―society will have little confidence in them. Accordingly, this paper presents some examples of a British autonomous internal quality assurance system for assessment. Then, the paper tries to explain why this system keeps functioning despite the restricted working condition where more than two academics have to not only prepare examination contents but also grade results for each module. Through comparing curricular, the paper shows that the total number of examinations in British universities is lower than in Japanese universities. Finally, using the British system as an example, the paper describes the infrastructure needed to construct an internal quality assurance system for grading processes in Japan.</p>

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