Library and Information Science

Library and Information Science ISSN: 2435-8495
三田図書館・情報学会 Mita Society for Library and Information Science
〒108‒8345 東京都港区三田2‒15‒45 慶應義塾大学文学部図書館・情報学専攻内 c/o Keio University, 2-15-45 Mita, Minato-ku, Tokyo 108-8345, Japan
Library and Information Science 79: 137-158 (2018)

原著論文Original Article

探究学習のための一般的ルーブリックの開発Development of a general rubric for the inquiry learning

明星学園中学校Myojo Gakuen Junior High School ◇ 〒181-0001 東京都三鷹市井の頭五丁目7番7号 ◇ Inokashira 5-7-7, Mitaka, Tokyo 181-0001, Japan

受付日:2017年8月17日Received: August 17, 2017
受理日:2018年2月9日Accepted: February 9, 2018
発行日:2018年6月30日Published: June 30, 2018




Purpose: A rubric is a tool that can be used to measure achievements during the learning process. It is suitable as an assessment tool in inquiry learning and emphasizes the learning process. The purpose of this study is to develop a general rubric that can be used in inquiry learning in Japan.

Methods: I developed a general rubric for inquiry learning using the following steps. First, I examined the current state and problems of rubrics developed and used in the United States and prepared an original plan. Next, I developed a tentative plan for the rubric by: (1) having the original plan examined by Japanese school library officials, (2) revising the original plan based on Japanese educational practices and the course of study in Japan, and (3) reviewing the revised original plan in cooperation with school library officials. Finally, I interviewed teacher librarians and librarians to confirm the validity of the tentative plan and developed it as the general rubric for inquiry learning.

Results: The general rubric was named “i-Rubric”. The i-Rubric has nine criteria. Criteria in the elementary school version comprise 33 sub-criteria, each with three achievement levels, and those in the junior high school and high school versions comprise 38 sub-criteria, each with four achievement levels. After discussing the development of the i-Rubric as a general rubric for inquiry learning, its design features, and points to note in its practical use, I conclude that the i-Rubric is suitable as an assessment tool because it is exhaustive and specific.

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