{"_buckets": {"deposit": "be419636-da7b-4136-b57e-fadea55e7b28"}, "_deposit": {"created_by": 11, "id": "10577", "owners": [11], "pid": {"revision_id": 0, "type": "depid", "value": "10577"}, "status": "published"}, "_oai": {"id": "oai:ksu.repo.nii.ac.jp:00010577", "sets": ["1042"]}, "author_link": ["22047", "22623"], "control_number": "10577", "item_10002_biblio_info_7": {"attribute_name": "書誌情報", "attribute_value_mlt": [{"bibliographicIssueDates": {"bibliographicIssueDate": "2021-03-29", "bibliographicIssueDateType": "Issued"}, "bibliographicPageEnd": "41", "bibliographicPageStart": "27", "bibliographicVolumeNumber": "11", "bibliographic_titles": [{"bibliographic_title": "高等教育フォーラム"}, {"bibliographic_title": "Forum of Higher Education Research", "bibliographic_titleLang": "en"}]}]}, "item_10002_description_5": {"attribute_name": "抄録", "attribute_value_mlt": [{"subitem_description": "京都産業大学生命科学部産業生命科学科の初年次専門必修２科目において学習到達度ルーブリックを作成した。主な目的は授業内容・方法（教員）や予習復習（受講生）を最適化すること、および学びの総括（教員、受講生）に役立てることである。各科目の授業で扱う専門的な知識やスキル、および両２科目で共通とした態度・志向性について、それぞれを検証可能な学習到達基準となるように言語化し、評価小項目として立てた。第１回授業でこの内容を開示し、授業中および授業終了時の活用をうながした。期末試験終了直後に受講生が自己評価したものを回収し、データを数値化した。測定結果を成績評価点、履修状況、あるいは通算学業成績との組み合わせで分析し、相関係数および回帰式などを算出した。その結果、成績評価点と自己評価はおおむね一致する傾向があること、成績評価と自己評価のズレが大きい学生を可視化できることがわかった。本稿ではこれらのデータ、ならびに２種類の質問紙調査による学習成果実感調査の結果を示し、今回の取り組みの成果と課題、そして科目やカリキュラムのレベルでの「学習成果アセスメントのあり方」についての考えをまとめたい。", "subitem_description_type": "Abstract"}]}, "item_10002_publisher_8": {"attribute_name": "出版者", "attribute_value_mlt": [{"subitem_publisher": "京都産業大学"}]}, "item_10002_source_id_11": {"attribute_name": "書誌レコードID", "attribute_value_mlt": [{"subitem_source_identifier": "AA12529799", "subitem_source_identifier_type": "NCID"}]}, "item_10002_source_id_9": {"attribute_name": "ISSN", "attribute_value_mlt": [{"subitem_source_identifier": "2186-2907", "subitem_source_identifier_type": "PISSN"}]}, 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"Other"}, {"subitem_subject": "KSA", "subitem_subject_language": "en", "subitem_subject_scheme": "Other"}, {"subitem_subject": "Learning Outcomes", "subitem_subject_language": "en", "subitem_subject_scheme": "Other"}, {"subitem_subject": "Questionnaire Survey", "subitem_subject_language": "en", "subitem_subject_scheme": "Other"}, {"subitem_subject": "Rubric", "subitem_subject_language": "en", "subitem_subject_scheme": "Other"}, {"subitem_subject": "Visualization", "subitem_subject_language": "en", "subitem_subject_scheme": "Other"}]}, "item_language": {"attribute_name": "言語", "attribute_value_mlt": [{"subitem_language": "jpn"}]}, "item_resource_type": {"attribute_name": "資源タイプ", "attribute_value_mlt": [{"resourcetype": "departmental bulletin paper", "resourceuri": "http://purl.org/coar/resource_type/c_6501"}]}, "item_title": "学習到達度ルーブリック自己評価と成績評価の分析および考察 : 生命科学部初年次必修２科目におけるケーススタディ", "item_titles": {"attribute_name": "タイトル", "attribute_value_mlt": [{"subitem_title": 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