Book contents
- Frontmatter
- Table of Contents
- Contributors
- Abbreviations
- Foreword
- Introduction
- Chapter 1 Universities in Modern Japan: A Historical Outline
- Chapter 2 From Showa to Heisei: The Formation of Japan’s Contemporary Higher Education System
- Chapter 3 The Heisei Period: Plus Ça Change?
- Chapter 4 National Universities: Autonomy in Their Governance; Ideology and Practice
- Chapter 5 Public Universities: Prefectural, Local Higher Education
- Chapter 6 Private Universities: Diverse and Adaptable
- Chapter 7 Foreign Universities in Japan: Opportunities Taken and Missed
- Chapter 8 The Financing of Higher Education in Japan
- Chapter 9 Undergraduate Admissions: Shifting Trends
- Chapter 10 The Hensachi: Its Dominant Role in University Rankings
- Chapter 11 Self-Assessment: How Japanese University Students Assess Their Learning Outcomes
- Chapter 12 Policies for Hosting International Students: Issues for the Post-300,000 International Students Plan Era
- Chapter 13 Regional Cooperation in East Asia: Shifting Reality
- Chapter 14 International Students: Inbound Mobility at “Elite” and “Mass” Universities
- Chapter 15 Academic Support and Advising: Historical and Contemporary Issues
- Chapter 16 Women’s Universities in Japan: Life Choices
- Chapter 17 Junior Female Academics: Experiences and Challenges
- Chapter 18 Women of Color Leading in Japanese Higher Education
- Chapter 19 International Faculty: Increasing Mobility
- Chapter 20 Research Universities: Science, Technology, and Innovation Policy
- Chapter 21 Liberal Arts Education: The Japanese Way
- Chapter 22 The English Language in Japan: A Historical Overview 1809–2020
- Chapter 23 Languages Other Than English: Mysterious Eclipse
- Chapter 24 Critical English Curriculum Enactment: A Policy Planning Perspective
- Chapter 25 The Dawn of Reiwa: Waves, Revolutions and an “A.I. Society”
- Appendix 1 Chronology of Japan
- Appendix 2 Japanese National Universities, by Prefecture
- Appendix 3 Japanese Public Universities, by Region
- Glossary
- Index
Chapter 11 - Self-Assessment: How Japanese University Students Assess Their Learning Outcomes
Published online by Cambridge University Press: 31 May 2023
- Frontmatter
- Table of Contents
- Contributors
- Abbreviations
- Foreword
- Introduction
- Chapter 1 Universities in Modern Japan: A Historical Outline
- Chapter 2 From Showa to Heisei: The Formation of Japan’s Contemporary Higher Education System
- Chapter 3 The Heisei Period: Plus Ça Change?
- Chapter 4 National Universities: Autonomy in Their Governance; Ideology and Practice
- Chapter 5 Public Universities: Prefectural, Local Higher Education
- Chapter 6 Private Universities: Diverse and Adaptable
- Chapter 7 Foreign Universities in Japan: Opportunities Taken and Missed
- Chapter 8 The Financing of Higher Education in Japan
- Chapter 9 Undergraduate Admissions: Shifting Trends
- Chapter 10 The Hensachi: Its Dominant Role in University Rankings
- Chapter 11 Self-Assessment: How Japanese University Students Assess Their Learning Outcomes
- Chapter 12 Policies for Hosting International Students: Issues for the Post-300,000 International Students Plan Era
- Chapter 13 Regional Cooperation in East Asia: Shifting Reality
- Chapter 14 International Students: Inbound Mobility at “Elite” and “Mass” Universities
- Chapter 15 Academic Support and Advising: Historical and Contemporary Issues
- Chapter 16 Women’s Universities in Japan: Life Choices
- Chapter 17 Junior Female Academics: Experiences and Challenges
- Chapter 18 Women of Color Leading in Japanese Higher Education
- Chapter 19 International Faculty: Increasing Mobility
- Chapter 20 Research Universities: Science, Technology, and Innovation Policy
- Chapter 21 Liberal Arts Education: The Japanese Way
- Chapter 22 The English Language in Japan: A Historical Overview 1809–2020
- Chapter 23 Languages Other Than English: Mysterious Eclipse
- Chapter 24 Critical English Curriculum Enactment: A Policy Planning Perspective
- Chapter 25 The Dawn of Reiwa: Waves, Revolutions and an “A.I. Society”
- Appendix 1 Chronology of Japan
- Appendix 2 Japanese National Universities, by Prefecture
- Appendix 3 Japanese Public Universities, by Region
- Glossary
- Index
Summary
The purpose of this study is to investigate whether there is any correlation between students’ self-reported (indirect) assessment and an objective disciplinary knowledge test (direct assessment). A survey including a self-reported assessment and an Economics knowledge test were conducted through the Web for Japanese students. The findings show that the higher a student’s self-reported academic progress, the higher the probability that the student will give correct answers to questions on the Economics knowledge test. This result is consistent with the theory that subjective and objective assessments positively correlate, as other writers have claimed.
Introduction
Higher education students are expected to develop 21st century generic and disciplinary skills such as critical thinking and problem-solving to make professional and everyday judgments and decisions; to deal with challenges; to be engaged, globally oriented citizens, and to ensure lifelong learning. There is a growing demand for objective, reliable, and valid assessments for this purpose. This question has been a central inquiry in higher education. Hence, the demonstration of learning outcomes as an ultimate goal of university education has been strongly emphasized in higher education policies, as well as demanded by society in general. Higher education institutions are facing this new reality. This perception is shared not only in higher education institutions but also in various academic disciplines in Japan. Higher education institutions have held countless discussions and taken several initiatives on measures to help students achieve the necessary learning outcomes and thus improve education.
The report Towards a Qualitative Transformation of University Education for Building a New Future announced in 2012 by the Central Council for Education newly introduced the need to establish an assessment policy. In the report, “assessment policy” is defined as policies adopted by higher education institutions regarding the goals, qualitative levels of achievement, and specific methods for assessing students’ learning outcomes. It is expected that assessment policies will make explicit the specific measurement methods (e.g., self-reported student survey, assessment tests to evaluate academic achievement, or learning rubrics) that will be used to assess students’ learning outcomes.
Further, quality assurance has become a national topic in Japan. Since the School Education Law was revised in 2017, each university has been required to publish three policies, namely its admissions policy, curriculum policy, and diploma policy.
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- Information
- Handbook of Higher Education in Japan , pp. 143 - 160Publisher: Amsterdam University PressPrint publication year: 2021