Before abolishing report cards, I want you to know the difference between 'evaluation criteria' and 'evaluation standards'.
✏️教育実践シリーズThis is a series introducing information you'll want to know and practical examples you can use starting tomorrow. You can read the rest in the magazine.
Good morning. Good afternoon. Good evening.
I'm Keroppi, a father of three, a former junior high school teacher, and currently a special needs school teacher.
Thank you so much for choosing to read this note out of so many options.
In the first chapter, I share
stories of my failures as a junior high school teacher.
In the second chapter, I share
what happened to my life after I quit being a junior high school teacher
and more. Please take a look if you'd like!
In the third chapter, I would like to write about
the things I have practiced so far, including the educational field, family life, and how to interact with people.
The commemorative first post is about
evaluation criteriaandevaluation standards↓
Feel free to read from wherever interests you. It will take about 3 minutes to read.
1. Introduction
Just the other day, there was quite a firestorm on X regarding the abolition of report cards.
Looking at those posts, I noticed many personal opinions, and I had doubts about whether they truly understood the fundamentals, so I would like to touch upon that.
When I was working at a regular junior high school, I was in charge of academic achievement, and I had the experience of sharing everything from how to create lessons to how to set questions that run through a unit, all aimed at integrating instruction and evaluation.
'Evaluation criteria' and 'evaluation standards'.
These are words used as a matter of course in the educational field, but when asked to explain the difference between the two, it's not uncommon for teachers to be unexpectedly troubled.
In fact, on social media, I sometimes see posts where the word 'evaluationstandards' (hyoka-kijun) is used to mean what should actually be 'evaluationcriteria' (hyoka-kijun).
Since both are similar terms, they are easily confused, but their meanings are completely different.
This time, I would like to explain the difference between these two as clearly as possible.
・How is this thought about in the Course of Study?
In the Course of Study, the focus is on fostering the qualities and abilities that children acquire.
Therefore, teachers are not just looking at whether they 'could or could not do it', but are required to observe
'what kind of skills have been acquired'
That is where evaluation
criteriaand evaluationstandardscome in.It sounds difficult, but the way of thinking is very simple.
・What are evaluation criteria (norijun)?
Evaluationcriteriarefers to
“what is being evaluated”
It represents what is being evaluated.
In other words, it is also the teacher's wish regarding
what kind of skills they want the children to acquire.
It is also the teacher's wish.
・What are evaluation standards (motojun)?
On the other hand, evaluationstandardsrefers to
“how well one must perform to receive a certain grade”
which is a guideline for judgment.
For example,
・The profile for an A
・The profile for a B
・The profile for a C
These indicate the boundaries that divide evaluations.
In short,
Evaluationcriteria (norijun)→ “content to look at” while
evaluationstandards (motojun)→ “the line that divides evaluations”
is what it is.
2. Let's think about it in the context of elementary school English
For example, in elementary school foreign language, suppose there is a
“let's introduce ourselves”
unit.unitWhat is easy to misunderstand here is,
❌ Thinking that "being able to introduce oneself" is the
evaluationcriteria (nori-jun).
That is actually not the case.
In fact, that is not true.
What the teacher really wants to see is,
what kind of skills were acquired through the activity of self-introduction.
That is why.
・① Let's create evaluation criteria
Let's start by thinking about evaluation criteria.
"Let's introduce ourselves" is theunit title, and this is determined by the government. Therefore, you cannot change this unit itself. (Rearranging is allowed.)
So, what teachers need to do is create "evaluationcriteria." ↓
・Trying to convey one's name and favorite things in English.
・Listening to the other person and trying to communicate while reacting.
・Conveying information about oneself using learned expressions.
and so on.
In other words,
the "self-introduction" is not the goal, but
an activity to foster children's abilities
.
・② Let's create evaluation standards
Once the evaluationcriteria (nori-jun) are set, the next step is the evaluationstandards (moto-jun).
Standards (moto-jun) means judging to what extent thosecriteria (nori-jun) have been met.
For example,
A: Able to interact with others with confidence using learned expressions.
B: Able to convey information about oneself while using learned expressions.
C: Trying to convey information about oneself while receiving support and advice.
In this way, the
evaluationcriteria (the 'ki' in 'kijun') do not change.
What changes is,
the line of judgment for what level of achievement results in a specific grade.
This is the line of judgment. This must be clearly communicated to the children and students.
In fact, communicating this can also lead to improved motivation for learning. ← I plan to introduce more about this in the future.
・Things I want parents to know as well
When looking at a report card, you might think,
“Why did they get this grade?”
. However, at school, we do not evaluate based solely on
“what they could do,” “what they couldn't do,” or “what score they got on a test.”
How the child thought, how they took on challenges, and how they grew.
We evaluate while also valuing that process.
That is precisely why every single report card is packed with the image of the child that the teacher has observed day by day.
3. Conclusion
“Evaluation criteria” and “Evaluation standards.”
It is only a one-kanji difference, but the meanings are significantly different.
(Did you understand the difference?? Right??)
I'll say it one more time.
Evaluation criteria (norijun) refers to
what is being evaluated.
Evaluation standards (motojun) refers to
how much must be achieved to reach that evaluation.
Just by understanding this difference,
how you view report cards,
how you assign evaluations,
how you create lessons,
how you perceive children's growth,
and children's motivation for learning,
might change a little.
If this article leads to improvements in teachers' daily practices or helps parents better understand the process, I would be very happy♪
Also, if you find any mistakes, have questions, or want to know about other topics while reading, please feel free to let me know in the comments. Thank you.
