タイトル: 文部省一せい学力調査の問題点
著者: 清水, 利信
抄録: 東京と神奈川の公立中学校の教師に対して,文部省一せい学力調査に関する56項目の質問紙を送り,その回答を求めた。回収率は27パーセントで非常に低く,各項目についてのパーセントは母集団のそれを示すとはいいにくい。したがって分析的な考察を行ない,次の主な結論を得た。(1)現行の5教科だけの学力調査では不十分であって,全教科についてすべての学習領域を調査すべきである。(2)一せい学力調査は学力だけでなく,知能・性格・教育的環境条件なども同時に調査すべきである。(3)一せい学力調査は知的教科の偏重を助長するおそれがある。(4)一せい学力調査は個人指導に用いるよりは教育条件の改善にだけ用いるべきである。そしてこれは一せい学力調査が本来的な意義である教育調査に帰れということを意味する。(5)教師の反応を分析すると論理的に一貫しない反応をした教師が20～30パーセントもおり,またテストの原理を知らない教師が約40パーセントもいる。この事実は教師の質的向上が必要であることを意味している。; The Ministry of Education enforced the First National Achievement Test for all the junior high-school students in 1961; that time, however, this has led to some debatable problems in education. And this thesis aims at making out what these problems might really be and in what direction the Test at issue should make its way. In order to find this way to a settlement of these problems, the writer sent a questionnaire to about 500 teachers of junior high-schools, receiving 163 responses, and made an analysis of those responses. Below are given the outline of the main results his analysis has brought out: -(1) We teachers cannot find satisfaction in the practice of tests of these five subjects and nothing else-the Japanese and foreign languages, social science, mathematics and natural science. We should carry out the achievement test of the Nine Subjects, each of which, however, will cover all its scopes possible. (2) Besides this, we should make a survey of intelligence, personality and all other kinds of educational conditions. (3) We fear that the National Achievement Test given by the Education Ministry should be inclined to lay stronger emphasis upon these five fundamental subjects. (4) The National Achievement Test should be made use of for the betterment of educational conditions rather than personal guidance. (5) 20-to-30% of our teachers' responses show their logical inconsistency and 40% or so know nothing about the principles of educational test. And this tells us that the re-training of those teachers will be a problem of great importance.
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