基幹教育総合科目「テスト学への招待」において、テストという文理複合科学的な分野の講義を開発し、文系理系の学生問わず、テストというテーマを題材に興味喚起を行い、テストという馴染み深いテーマに対して、大学諸学問である哲学、歴史学、社会学、法学、統計学、情報学の観点から分析し、複眼的思考を教授する講義設計を行った。また、本講義の効果測定も合わせて行った。

Language：Japanese   Publishing type：Research paper (scientific journal)  

Language：Japanese   Publisher：Faculty of Human-Environment Studies, Kyushu University  

In this paper, based on the overall justice scale (Ambrose and Schminke, 2009), we created a Overall Justice and Injustice for University and College Entrance Examination scale (OJIUCEE) and examined whether there isa s ymmetrical relationship between perceptions ofju stice and perceptions ofin justice in 10 Asian and Oceanian countries. Specifically, we measure justice and injustice in reverse order, using the Overall Justice and Injustice forU niversity and CollegeE ntrance Examination scale (OJIUCEE), based on the full-rangeJ ustice scale developed byC olquitt et .la (2015), which combines adherence toju stice rules Gustice) and violation ofju stice rules (injustice). We commissioned an internet survey company with overseas monitors to conduct the survey, and obtained as ample of72 2 people inJ apan, 196 inT hailand, 145 inV ietnam, and 248 inA ustraliain M arch 2023, and 422 inC hina, 196 inH ongK ong, and 137 inT aiwan inA pril20 23. The surveys ubjectsw ere 3520 people who had experienced taking university and college entrance examinations in the capital cities or major metropolitan areas ofea ch country. Prior toa nalysis, we checked the internal consistencyo fth e justice perception items, and found that the Cronbach's alpha coefficient was.875, which met the required standard. In addition, the Cronbach's alpha coeficientfo rth e injustice perception items was.868, which metth e required standard. The results ofth e correlation analysiss howed that, overall, there was am oderaten egative correlation between justice perception and injustice perception (-.537), suggesting that there was a certain degree of symmetry between justice perception and injustice perception. On the other hand, when looking at the results by country, we found that there were considerable differences, from countries with low correlations (India: -.299, Thailand: -.344, Vietnam: -.405) to countries with high correlations (Taiwan: -.742, Australia: -.718, SouthK orea: -.639). In other words, it was suggested thatth e perception ofju stice or injustice regarding university and college entrance examinations varied from country to country, from countries where many people thoughtth atth e university and collegee ntrance examinations systemw as faira nd thatth e society was fairly selecting students, to countries where many people thought that the university and college entrance examinations systemw as unfaira nd thatth e society was unfairlys electings tudents, toc ountries where it could be saidt hatth e society was fairlys electings tudentsin s ome respectsb utw as thoughtto be slightly unfair in others. These differences inp erceptions ofju stice and injustice inu niversity and collegee ntrance examinations ine ach countryw ere also clear fromt he resultso fth e one-waya nalysiso fva riance usingt he mean difference comparison. In the case ofpe rceptions ofju stice, the topt hree countries int erms ofsc ale mean values were, fromt he top, China, Vietnam and Australia, and the bottomt hree countries int erms ofsc ale mean values were, fromt he bottom, SouthK orea, Japan and Taiwan. Conversely, int he case ofpe rceived injustice, the three countries with the lowest scale means (i.e. those perceived as justice) were China, Australia, and Vietnam, while the three countries with the highest scale means (perceived as injustice) were Thailand, South Korea, and India. In this results, it can be said that the countries with the highest perception of justice and the countries with the low estperception of injustice (China, Vietnam, Australia) maintainsy mmetry int heirp erceptions, and there is as trongtendency to think that theya re justice and not in justice (or vice versa). On the other hand, the top countries for injustice perception and the bottom countries for justice perception are completely different: the former includes Thailand, South Korea and India, while the latter includes South Korea, Japan and Taiwan. This is also reflected int he low correla

DOI： 10.15017/7347387

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

Language：Japanese   Publisher：Faculty of Arts and Science, Kyushu Unieversity  

The so-called Tokyo Convention, which entered into force in February 2018, requires that the procedures and criteria for foreign credential evaluation (FCE) used by “competent recognition authorities” be “transparent, coherent, reliable and fair, and non-discriminatory.” Given that the Japanese Government takes each higher education institution to act as such an entity, the responsibility for FCE falls primarily upon universities themselves. As things stand now, however, there exists a significant gap between the Convention’s ideals and the universities’ day-to-day operations. What, then, should Japanese higher education institutions do to convert the aspirations of the Tokyo Convention into reality? In considering this question, the “pre-admission support” program which some national universities have recently adopted would be of great help. By taking Kyushu U’s practices as an example, this paper seeks first to bring to light how FCE is being carried out as part of the pre-admission support program at some national universities in Japan and identify what its advantages and challenges are. It then seeks to indicate what the pre-admission support program can do to promote FCE nation-wide and to provide a viable solution to one of the major problems that Japan’s national universities are faced with in terms of international admissions.

DOI： 10.15017/7339183

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Language：English   Publishing type：Research paper (scientific journal)  

DOI： https://doi.org/10.32674/ka00v544

Language：Japanese   Publisher：National Center for University Entrance Examinations  

<p>九州大学では，留学生のためのプレアドミッション支援の一環として「実質的な」意味における外国学歴・資格評価（FCE）を2022年度からスタートした。国際部に設置されたプレアドミッション・サポートデスク（PSD）がその実施主体である。だが，開始から二年経った今もPSDの利用率－それはそのまま実質的なFCEの普及率でもある－は低い水準に留まっている。原因は複合的であろうが，教員を対象とした意識調査からは，6割もの教員が共通して抱くある懸念が主要な要因として浮かび上がる。本稿は，PSDの2023年度活動実績をもとに，かかる懸念が根拠を欠くことを明らかにし，現在の留学生選抜制度に内在するリスクを回避するためPSD（そしてその中心業務であるFCE）が重要な役割を果たしうる可能性について論じる。</p>

DOI： 10.57513/dncjournal.35.0_161

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Language：Japanese   Publisher：Faculty of Human-Environment Studies, Kyushu University  

In this study, considering the recent expansion of international exchange at KOSEN (National Institute of Technology in Japan), we examined how students’ international exchange experiences affect their career readiness and career path formation through various multivariate analysis methods. First, the results of the correlation analysis suggest that the internationalization of KOSEN may broaden students’ perspectives. Second, the results of the hierarchical multiple regression analysis suggest that identification motivation and international exchange experiences in KOSEN contribute to the enhancement of students’ career readiness. Third, the findings of the multinomial logistic regression analysis suggest that identification motivation may encourage students to enter the advanced course of KOSEN. Fourth, the results of the correspondence analysis for the open-ended questions indicate that students who were strongly impressed by applied research and club activities such as “robotics” and “electric power” tended to prefer employment. Students who had strong impressions of school-assigned activities such as “report writing,” “electromagnetism,” “physics research,” “basic engineering,” and “community involvement” tended to choose an advanced course in KOSEN. Students who had strong impressions of “group work-type education,” “participating in competitions,” and other activities that emphasized independence tended to prefer going to university. In summary, contrary to the traditional image of a KOSEN as a place for practical education and the immediate cultivation of human resources for industry, students in recent years have chosen diverse career paths. This is influenced by the various educational and research activities offered by KOSEN, such as group work style teaching, short-term overseas study, and joint research with companies. It can be said that the KOSEN education provides an environment where students can envision various career paths. In addition, it can be seen that students’ career choices, such as whether to go on to a university, to an advanced course in KOSEN, or to employment, are influenced by the various “studies at a KOSEN” themselves. In this statistical study, it is interesting to note that even after controlling for gender, grade, and motivation, the overall career awareness is still influenced by the experience of international exchange within the KOSEN. This kind of fostering of career awareness may support the success of KOSEN students in the world after graduation.

DOI： 10.15017/7173464

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Language：Japanese   Publisher：Faculty of Human-Environment Studies, Kyushu University  

Although there are many Teachers’ Class Checklist and Student’s Class Evaluation questionnaires prepared by prefectural boards of education and published on their websites, there are not many cases in which they have been verified in accordance with the psychometric methodology. The authors participated in the “Project to Promote the Development of Stable Academic Achievement through Classroom Building and Individualized Optimal Learning” (2022 to 2024) by the Compulsory Education Division of the A Prefectural Education Agency, and in analyzing data from the A Prefecture’s original academic achievement survey using item response theory (IRT) and the Q-U survey, we added the following as variables to explore the determinants of academic progress. In order to explore the determinants of academic progress, we planned to add students’ and teachers’ views on teaching as variables and analyze them. The subjects of the survey were 7 school district areas and 39 cooperating schools (26 elementary schools and 13 junior high schools) participating in the “Project for Promotion of Stable Academic Achievement through Classroom Development and Individualized Optimal Learning”. Data were obtained from 3,666 students (2,730 elementary school students and 946 junior high school students) and teachers (117 elementary school teachers and 32 junior high school teachers), excluding those who were absent on the day of the survey. The valid response rate for students was 88.2%. In this paper, 2,730 elementary school students and 117 elementary school teachers were included in the analysis. First, the results of factor analysis showed that the two scales for “consciously doing” and “perceiving difficulties in teaching,” which were created from the Teachers’ Class Checklist for elementary school teachers, had a one-factor structure, and based on the contents of each item, they were identified as “factor for devising classes” and “factor for recognizing difficulties in teaching”. Based on the content of each item, they were identified as “factor for devising classes” and “factor for recognizing difficulties in teaching”. In order to examine the relationship between the attributes of the teachers and the “factor for devising classes” and “factor for recognizing difficulties in teaching”, we conducted an analysis of variance with the number of years of teaching experience and the number of years at the school where the teachers had worked. The results suggest that the “factor for devising classes” may be higher when the number of years of teaching experience is low and the number of years of employment at the school is also high. The data also suggested that teachers with “less than 11 years of teaching experience” and “more than 4 years of teaching experience” may be able to devise their classes in accordance with the local conditions of the school where they work, even if their teaching experience is short. The correlation between Teacher’s “factor for devising classes” and the “actor for recognizing difficulties in teaching” and the A-prefecture version of the class evaluation questionnaire for students showed a correlation with the “factor for devising classes”, suggesting that children may recognize the devising classes of teachers, and that the A-prefecture version of the Class Checklist for teachers and the A-prefecture Class Evaluation questionnaire for students may have a certain validity. This suggests that there may be some validity in the A-prefecture version of the Teachers’ Class Checklist and the A-prefecture version of the Students’ Class Evaluation Questionnaire.

DOI： 10.15017/7173468

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Language：Japanese   Publisher：Faculty of Human-Environment Studies, Kyushu University  

This study was conducted with the purpose of confirming the status of profession and professional development of University Admissions Professions in Korea and Japan, and to provide suggestions for the future direction of professional development in Korea and Japan. For this purpose, an open-ended questionnaire survey and interviews were conducted with University Admission Professions in both countries to analyze the job status of University Admission Professions. The survey consisted mainly of 1) job domains of University Admission Professions, 2) job competencies, 3) job development (training), 4) factors influencing job performance, and 5) qualification systems. First, although there are differences between Korea and Japan, the job domains of University Admission Professions are generally considered to be as follows. 1) “Evaluation” domain: covering the entire evaluation process from data collection to analysis, qualitative and quantitative evaluation, etc. 2) “Admission design” domain: including development, planning, improvement, and reformative design of selection methods, criteria, selection materials, and other elements included in selection guidelines. 3) “University introduction, consultation, and public relations” domain: including the dissemination and introduction of various information related to university education, and the provision of information for high school students, high school students, and prospective students. 4) “High school-university articulation” domain; some universities have a separate department, but this area is discussed from a broad perspective. 5) “Data analysis, research and education” domain; data collection, organization and analysis, data structuring, statistical analysis, follow-up surveys, etc. 6) “Education” domain; this area is particularly emphasized in Korea. The domain of “Education”; “education for admission assessors (professional ethics, attendance of various training courses and lectures to improve professional skills),” which is particularly emphasized in Korea, was considered as one area by only a few respondents in Japan. However, even in Japan, we decided to set it as one area because explanations of admissions policies and practices, guidelines for essay writing and interviews, etc. are provided within universities to promote understanding and cooperation among departments. Second, the job competencies of University Admission Professions may be broadly divided into “basic qualities and abilities” and “professional job competencies,” but the following areas are generally considered. 1) “Admission (selection) planning and management” (development of selection methods that lead to improvement of Entrance Examinations, such as which selection materials are collected, how they are collected, who analyzes and evaluates them, and how the results are determined), 2) Evaluation (including evaluation knowledge and skills from multiple and comprehensive perspectives), 3) Communication (explanation, consultation, referral, persuasion, etc.) 4) Understanding of the education system and admissions policies (understanding related to high school curriculum and evaluation methods, school life and school script, systems and policies, high school-university articulation, etc.), 5) Analysis, research, and education skills (statistical analysis, effectiveness measurement, education, etc.), 6) Administrative and management skills (budget execution, admissions administration management, etc.) , 7) Professions ethics and practical skills. Of course, this does not mean that all of these job skills should be acquired by a single person in charge of admission. Based on the above job domains and job competencies of university admissions specialists, I would like to discuss the future development of university admissions. As a result of efforts at the national level, Korea was able to secure University Admission Professions with basic qualities and backgrounds in a very short period of time. With t

DOI： 10.15017/7173470

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Language：Japanese   Publisher：Seminar of Educational Sociology Department of Education, Graduate School of Human-Environment Studiess Kyushu University  

1. はじめに / 2. 分析結果 / 3. 結論ー中学校を対象とした授業チェックリストと授業評価アンケートに対する心理測定論的妥当性・信頼性の評価

DOI： 10.15017/7178872

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Language：Japanese   Publisher：Seminar of Educational Sociology Department of Education, Graduate School of Human-Environment Studiess Kyushu University  

序章 陰キャ・陽キャとは何か / 第1章 陰キャ・陽キャの再分類 / 第2章 陰キャ・陽キャの規定要因分析 / 終章： 誰が陰キャ・陽キャと名付けられるのか

DOI： 10.15017/7178874

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Language：Japanese   Publisher：Seminar of Educational Sociology Department of Education, Graduate School of Human-Environment Studiess Kyushu University  

1. 問題の所在－「新聞を読む習慣」と自信の関係性に着目する必要性 / 2. 先行研究 / 3. 研究課題の設定 / 4. 研究データの概要 / 5. 子どもの学力の自信を規定する要因の検証 / 6. 結語

DOI： 10.15017/7162229

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Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Journal of Neurogastroenterology and Motility  

Background/Aims Symptoms of irritable bowel syndrome (IBS), a common gut-brain interaction disorder, deteriorate patients’ quality of life and increase medical needs; therefore, IBS represents a significant global burden. The estimated global prevalence is approximately 10%; however, accumulated evidence shows international heterogeneity. In this study, we have described and compared the prevalence of IBS in 3 East Asian countries: Japan (Tokyo and Fukuoka), China (Beijing), and South Korea (Seoul). Methods We conducted an internet-based cross-sectional survey of the urban population aged > 20 years in the abovementioned countries. We recruited equal numbers of age- (20s-60s) and sex-matched participants (3910 residents). IBS was diagnosed according to the Rome III criteria, and the subtypes were analyzed. Results The overall prevalence of IBS with 95% CI was 12.6% (11.6-13.7); the prevalence was significantly different across Japan, China, and South Korea (14.9% [13.4-16.5], 5.5% [4.3-7.1], and 15.6% [13.3-18.3], respectively) (P < 0.001). Furthermore, 54.9% of patients were male. IBS-mixed was the most prevalent subtype; the prevalence of other subtypes varied. Conclusions The overall prevalence of IBS in the 3 countries was slightly higher than the global prevalence, and it was significantly lower in China than in Japan and South Korea. IBS prevalence was the highest and lowest among individuals in their 40s and 60s, respectively. Male individuals had a higher prevalence of IBS with diarrhea. Further studies are needed to elucidate the factors associated with this regional heterogeneity.

DOI： 10.5056/jnm22037

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Language：Japanese   Publisher：Faculty of Human-Environment Studies, Kyushu University  

Considering the multidimensionality and multiple characteristics of academic ability, the purpose of this study is to measure academic ability from various perspectives, such as thinking, judgment, and expression, and to attempt empirical research on the “improvement of academic ability through the habit of reading newspapers” from the perspective of how changes in parent-child communication affect academic ability. In doing so, it is necessary to clarify the structure of the relationship between newspapers and academic achievement, not by using test scores alone as the dependent variable, but by taking academic achievement from a more diverse perspective and setting multiple measurable variables as the variables for measuring academic achievement. / Fifth and sixth grade elementary school students in Fukuoka Prefecture were recruited for the survey, and 367 applications were received. A total of 233 children (families) cooperated in the entire survey up to the post writing assignment and post survey form, and these responses were included in the analysis (valid response rate: 63.5%). In measuring the effect of academic achievement improvement through the habit of reading newspapers, the Nishinippon Shimbun’s 10-minute training was used as an intervention. The 10 Minute Training program uses newspaper articles as the learning task, and these tasks are sent through e-mail so that parents and children can have a conversation, which is then received by the parents, who then have a conversation with their children. The intention was to clarify the effects of such an intervention by intentionally implementing it and obtaining pre- and post-intervention data. / T-tests, one-factor analysis of variance, hierarchical multiple regression analysis, and multinomial logistic regression analysis were conducted. The results showed that, first, the intervention (10-minute training) led to changes in the parent-child relationship, starting from the point where parents and children found it enjoyable and wanted to do it again, with parents gaining confidence in giving praise, increasing its frequency, and talking with their children about social matters. In addition, the parents and their children also change their communication within the home, such as having more people to praise and to talk about society with. This study suggests that this is the key to children’s acquisition of the higher-order academic skill of the ability to communicate thoughts.

DOI： 10.15017/6796122

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Language：Japanese   Publisher：Seminar of Educational Sociology Department of Education, Graduate School of Human-Environment Studiess Kyushu University  

序章 / 　第1節 問題の所在 / 　第2節 本研究の論証方法 / 第1章 友達になりたい人，仲良くなりたい時に行う行動の性差，発達的変化 / 　第1節 問題 / 　第2節 方法 / 　第3節 結果 / 　第4節 考察 / 第2章 友達作りと性格の類似性 / 　第1節 先行研究 / 　第2節 変数の説明 / 　第3節 結果―因子分析― / 　第4節 結果―相関― / 　第5節 考察 / 　第3章 友人関係満足度と自己開示度の連関 / 　第1節 問題・目的 / 　第2節 変数の説明 / 　第3節 友人関係満足度 / 　第4節 自己開示度 / 　第5節 確認的因子分析 / 　第6節 重回帰分析 / 　第7節 考察 / 第4章 ぼっちを選ぶ人の傾向とは / 　第1節 問題・目的 / 　第2節 変数の説明 / 　第3節 重回帰分析 / 　第4節 考察 / 終章

DOI： 10.15017/6788270

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Publisher：Higher Education Forum  

The coronavirus pandemic has instituted mandatory online education across Japan and many parts of the world. Using a semi-structured interview, we collected and analyzed students’ reactions to online education across high-rank, mid-rank, and low-rank universities in Japan to determine learning outcomes among undergraduates with different pre-existing learning engagements. Our analysis revealed that online education proved effective on students with pre-existing learning engagement outside of class, which in compliance with prior research, only students at high-rank universities were found to possess. Therefore, we inferred that the implementation of online education has been successful at high-rank universities but not at others. This study refutes that the gap in learning outcomes between different university levels occurring as a result of the mandatory shift in the online education is a legitimate phenomenon. This study would serve as a new perspective and evidence for future discussions on equity in higher education.

DOI： 10.15027/53850

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Language：Japanese   Publisher：Seminar of Educational Sociology, Department of Education, Graduate School of Human-Environment Studiess, Kyushu University  

1．問題の所在ーテストの情報公開の問題構図 / 2．先行事例の整理と本研究の課題ー教育情報の公開に基づく判決から見える教育の論理 / 3．A 県教員採用試験に対する情報公開請求とその判決 / 4．情報公開請求とテスト運営実施の相克 / 5．まとめーテスト運営実施を裁判で実証する困難さと今後のテスト研究の課題

DOI： 10.15017/5068315

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Language：Japanese   Publisher：Seminar of Educational Planning, Measurement, Evaluation, Department of Education, Graduate School of Human-Environment Studies, Kyushu University  

１．問題の所在：経済支援は博士課程の学生の満足度に反映されているのか / ２．先行研究の状況：理工学系を研究対象としている日本と実施調査が中心の海外 / ３．本稿の研究課題と分析視角 / ４．分析に用いた変数について / ５．分析結果 / ６．結論

DOI： 10.15017/4773105

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Language：Japanese   Publisher：Seminar of Educational Planning, Measurement, Evaluation, Department of Education, Graduate School of Human-Environment Studies, Kyushu University  

1．問題の所在：測定評価を巡る問題構図 / 2．「キャンベルの法則」の論理構成 / 3．教育テストにおける「キャンベルの法則」の事例 / 4．まとめー測定評価を巡る構造的陥穽からの⽰唆

DOI： 10.15017/4773103

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Language：Japanese   Publisher：Seminar of Educational Planning, Measurement, Evaluation, Department of Education, Graduate School of Human-Environment Studies, Kyushu University  

序 地元愛着度、地元志向度の要因分析 / 第1節 地元愛着度と地元志向度の探索的分析 / 第2節 社会的ネットワークが地元定住/県外定住に与える影響 / 第3節 住みたい/帰りたいまちにはどんな違いがあるのか / 第4節 地元愛着度や地元志向度に、学校行事での経験も関係するのか？ / 結語 「地元を出る/帰る」動機の考察

DOI： 10.15017/4773104

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

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Language：Japanese   Publisher：National Center for University Entrance Examinations  

<p>文部科学省教育関係共同利用拠点で行なった九州大学アドミッションオフィサー養成講座の5年間の実績をもとに，「大学アドミッション」の職能の高次の次元として，「新たな入試戦略の立案と入試設計」と定め，そこを最終目標に「大学アドミッション」専門知を構造・体系化した。そうした構造・体系化のもとで「大学アドミッション」の関係者の社会的地位向上と資格や表彰による業務の可視化の必要性から，我が国においても，「大学アドミッション」に関する専門職団体の機能が期待される。</p>

DOI： 10.57513/dncjournal.32.0_220

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Language：Japanese   Publisher：The Japan Society for Educational System and Organization  

DOI： 10.32139/jjseso.2022.29_245

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Language：Japanese   Publishing type：Research paper (international conference proceedings)  

DOI： 10.1109/TALE52509.2021.9678723

Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

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Repository Public URL： http://hdl.handle.net/2324/4363102

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Repository Public URL： http://hdl.handle.net/2324/4372203

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Repository Public URL： http://hdl.handle.net/2324/4372202

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Repository Public URL： http://hdl.handle.net/2324/4372201

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University Entrance Examination Based on Comprehensive and Multi-Dimensional Evaluation and Visualization of Academic Achievement : The Case of 21st Century Program in Kyushu University
本稿の目的は、21世紀プログラムの入学者選抜の総括とその学修成果の可視化について試行することである。九州大学の21世紀プログラムは、総合的且つ多面的な評価に基づく入学者選抜の嚆矢として、2001（平成13）年度から2017（平成29）年度までの17年間、「専門性の高いジェネラリスト」の名に負けず劣らない、アドミッションポリシーに合致した優秀な学生を全国から集めることができた入試であった。その一方で、26名の学生を毎年選抜するのに、数多くの教員が参加するなど、非常に高コストな入試であったことも否めない事実であった。また、21世紀プログラムに対して、大学4年間で集積された各種テキスト資料を学生のラーニング・ポートフォリオとみなしてテキストマイニングを行うことにより、学生の成長を可視化する試みを行った。その結果、GPAが常に上位であったものよりも、学年を重ねるごとに段々上昇していくタイプの学生に積極性が見られたり、「ジェネラリスト型」に分類した学生の中に学修がうまくいっていない学生がみられたりするなどの結果が得られた。This paper introduces the university entrance examination system of the 21st Century Program in Kyushu University, and the visualization of academic achievement. The said program is the pioneer example of a university entrance examination based on comprehensive and multi-dimensional evaluation. As a result, Kyushu University succeeded in acquiring high-level students in accordance with an admission policy that seeks "highly specialized generalists." However, the university entrance examination has been high-cost system, because testing for 26 students required an admission committee with over 30 faculty. Furthermore, using text mining on the learning portfolio of the program&#039;s students (for example, proposal for admission, high school activity report, research plan, research report, graduation thesis summary, and so on), we have tried to visualize their academic achievement. As a result, we found a higher level of motivation in students whose GPA gradually rose over four years, rather than the students whoes GPA began at the top. Also, some students classified as "generalist type" lost sight of their purpose in academic learning at university.ファイル差し替え（2018/4/20）

Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

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Developing Lectures about Testing in a General Education Course Measuring the Effectiveness of "the Pedagogy of Testing"

Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

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The Determinants of Students' self-directed Learning Activities:Analysis of the Factors Using the Student Survey

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

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A Structure of Engagement on Junior College : A Study by Multiple Regression Analysis, Analysis of Variance, and Multiple Correspondence Analysis

Language：Japanese   Publishing type：Research paper (other academic)  

Language：Japanese   Publishing type：Research paper (scientific journal)  

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

IRに役立つ学生調査データベースを作成した。

Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

項目反応理論を用いて大学満足度項目の等化を行い、調査項目の標準化に成功した。

Language：Japanese   Publishing type：Research paper (scientific journal)  

Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

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Text Mining for Improving the Images of University Measurement of the Image Changes of University in Collaboration with High School and University

Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

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Quantitative analysis about the professional training of testing in Japan

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What does inquiry learning in high school affect freshman in university?: from the result of Japan Freshman Survey 2008 (JFS2008)

Language：Japanese   Publishing type：Research paper (scientific journal)  

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Language：Others  

Who is the Specialist of Testing in Postwar Japan? : The list of Nationwide Academic Competence Surveys and their Members in Postwar Japan
The purpose of this paper is to investigate Who the Specialist of Testing is. Immediately after postwar days, the specialist of testing was composed of the specialist of subject matter contents, the specialist of educational measurement (test theory) and the specialist of sampling. In around 1956, the specialist of testing indicated only the specialist of subject matter contents. After 1972, the specialist of educational psychology (especially, interested in educational evaluation) took part in the academic competence survey in order to improvemt course of study. In resent years, the specia...

Language：Japanese   Publishing type：Research paper (scientific journal)  

Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

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Responsible for pages：1-232   Language：Japanese   Book type：Scholarly book

IR、学生調査、ポートフォリオというツールを統合的に利用しながら高等教育の内部質保証に向けた課題を整理し、その例示を紹介した。

Language：Japanese   Book type：Scholarly book

Language：Japanese   Book type：Scholarly book

Repository Public URL： http://hdl.handle.net/2324/1001357639

Responsible for pages：木村拓也・伊藤崇達 「国内高専学生の国際化への意識」（pp.61–84）、および、木村拓也・牧貴愛 「柳川高等学校附属タイ中学での日本式教育の導入と接続」（pp.193–212）　を執筆   Language：Japanese   Book type：Scholarly book

Language：English   Book type：Scholarly book

With the recent discourses about the globalization of University and College education, who has mastered global competency in Japanese universities? Based on the research question, “Who has acquired global competency?” the data from 1957 Japanese in their 30s and 40s generation was analyzed. How do overseas experiences, jobs and current income, and the acquisition of global competencies relate to each other? From there, this study attempted to clarify what global competency is and what it is not. First, it focused at overseas experience and found that 80% students of the respondents had never been abroad in elementary, junior high, high school, or university, and 20% students had some kind of overseas experience. It was interesting to note that there was almost no correlation between current income and global competency, and that there was no statistically significant difference in current income with overseas experience. The result of a hierarchical multiple regression analysis showed that when global competency was the dependent variable and the independent variables were personal attributes variables only, or both personal attributes variables and overseas experience, the adjusted multiple coefficient of determination was low, but when the independent variables were personal attributes, overseas experience, and competency acquired in university courses, the coefficient of determination was higher than the previous one. This study emphasizes that global competency which working adults in their 30s and 40s generations is not only about speaking English or having overseas experience. This suggests that the learning experience acquired in university lectures also plays an important role in the acquisition of global competency.

DOI： 10.1007/978-3-031-15527-7_10

Scopus

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Language：Japanese  

CiNii Books

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CiNii Books

Responsible for pages：1-320   Language：Japanese   Book type：Scholarly book

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Responsible for pages：総ページ数：334   Language：Others  

Responsible for pages：総ページ数：261   Language：Others  

Responsible for pages：pp.1-155   Language：Japanese   Book type：Scholarly book

Responsible for pages：総ページ数：96   Language：Others  

Responsible for pages：総ページ数：332   Language：Others  

Language：Japanese   Book type：General book, introductory book for general audience

各大学のアドミッションセンター、アドミッションズ・オフィスの各スタッフ等、大学入試にかかわる事務スタッフ、大学職員・教授など。 　大学全入時代が到来した現代の日本において、各大学はどのような受験生を合格させ、受験生は自分に適した大学をどう選び、また、大学は他大学との差異化をどう図ったらよいのか。 　本書は、大学入試を専門とする研究者による大学入試の歴史と展望、論考、テスト理論や、米・英・仏・独・豪・中・印・韓国の大学入試事情、世界的に著名な米国内の大学の入試制度の調査等を紹介し、多様な選抜システムによる理想の入試実現に焦点を当てている。 　第1章の「大学入試の歴史」を執筆。

Language：Japanese   Book type：Scholarly book

Language：Japanese   Book type：Scholarly book

Language：Japanese   Book type：Scholarly book

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Repository Public URL： http://hdl.handle.net/2324/1001502059

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Responsible for pages：総ページ数：192   Language：Others  

学ぼう!算数 高学年用 上 [推奨学年5年]

Event date： 2024.12

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Country：Viet Nam  

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Country：Austria  

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Country：United States  

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Country：United States  

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Event date： 2022.11

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Event date： 2022.11

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Venue：桜美林大学   Country：Japan  

Event date： 2022.8

Language：Japanese  

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Venue：河合塾、オンライン、   Country：Japan  

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Language：Japanese   Presentation type：Oral presentation (general)  

Venue：大学入試センター研究開発部   Country：Japan  

Event date： 2021.12

Language：Japanese   Presentation type：Oral presentation (general)  

Venue：西日本新聞社   Country：Japan  

Event date： 2021.12

Language：Japanese  

Venue：大学コンソーシアム京都   Country：Japan  

Event date： 2021.12

Language：Japanese   Presentation type：Oral presentation (general)  

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Language：Japanese  

Country：Other  

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Language：Japanese  

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Event date： 2021.9

Language：Japanese   Presentation type：Oral presentation (general)  

Venue：オンライン   Country：Japan  

Event date： 2021.9

Language：Japanese   Presentation type：Oral presentation (general)  

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Venue：九州大学   Country：Japan  

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Venue：広島大学   Country：Japan  

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Event date： 2021.3

Language：Japanese   Presentation type：Oral presentation (general)  

Country：Japan  

Event date： 2020.12

Language：Japanese  

Venue：九州工業大学   Country：Japan  

Event date： 2020.11 - 2021.11

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Country：Japan  

Event date： 2020.11

Language：Japanese   Presentation type：Oral presentation (general)  

Venue：Doshisha University   Country：Japan  

Event date： 2020.10

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Country：Japan  

Event date： 2020.10

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Event date： 2020.9

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Venue：Kyushu University   Country：Japan  

Event date： 2020.9

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Presentation type：Oral presentation (general)  

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Venue：大学入試センター  

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Presentation type：Oral presentation (general)  

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Venue：長崎大学  

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Venue：Atlanta   Country：United States  

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Presentation type：Oral presentation (general)  

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Venue：名古屋大学  

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Venue：大学入試センター  

Presentation type：Oral presentation (general)  

Venue：大学入試センター  

Venue：長崎大学水産学部  

Presentation type：Oral presentation (general)  

Venue：中央大学駿河台記念館会議室  

Presentation type：Oral presentation (general)  

Venue：関西国際大学  

Presentation type：Oral presentation (general)  

Venue：Chicago   Country：United States  

Presentation type：Oral presentation (general)  

Venue：北九州国際会議場  

Presentation type：Oral presentation (general)  

Venue：北九州国際会議場  

Presentation type：Oral presentation (general)  

Venue：北九州国際会議場  

Venue：長崎大学教育学部  

Presentation type：Oral presentation (general)  

Venue：新宿  

Presentation type：Oral presentation (general)  

Venue：幕張メッセ国際会議場  

Presentation type：Oral presentation (general)  

Venue：大学入試センター研究開発部  

Presentation type：Oral presentation (general)  

Venue：早稲田大学文学部  

Language：Japanese  

Country：Other  

Presentation type：Oral presentation (general)  

Venue：筑波大学アドミッションセンター  

Presentation type：Oral presentation (general)  

Venue：東京海洋大学  

Language：Japanese  

Country：Other  

Presentation type：Oral presentation (general)  

Venue：Tronto   Country：Canada  

Presentation type：Oral presentation (general)  

Venue：早稲田大学  

Presentation type：Oral presentation (general)  

Venue：早稲田大学  

Presentation type：Oral presentation (general)  

Venue：早稲田大学  

Presentation type：Oral presentation (general)  

Venue：名城大学  

Language：Japanese  

Country：Other  

Language：Japanese  

Country：Other  

Language：Japanese  

Country：Other  

Language：Japanese  

Country：Other  

Presentation type：Oral presentation (general)  

Venue：大学入試センター  

Presentation type：Oral presentation (general)  

Venue：大学入試センター  

Presentation type：Oral presentation (general)  

Venue：久留米大学  

Presentation type：Oral presentation (general)  

Venue：久留米大学  

Language：Japanese  

Country：Other  

Language：Japanese  

Country：Other  

Language：Japanese  

Country：Other  

Presentation type：Oral presentation (general)  

Venue：久留米大学  

Presentation type：Oral presentation (general)  

Venue：首都大学東京  

Presentation type：Oral presentation (general)  

Venue：お茶の水女子大学  

Language：Japanese  

Country：Other  

Language：Japanese  

Country：Other  

Presentation type：Oral presentation (general)  

Venue：日本体育大学  

Presentation type：Oral presentation (general)  

Venue：九州大学  

Language：Japanese  

Country：Other  

Language：Japanese  

Country：Other  

Presentation type：Oral presentation (general)  

Venue：岡山コンベンションセンター  

Presentation type：Oral presentation (general)  

Venue：岡山コンベンションセンター  

Presentation type：Oral presentation (general)  

Venue：東京医科歯科大学  

Language：Japanese  

Country：Other  

Presentation type：Oral presentation (general)  

Venue：文京学院大学  

Presentation type：Oral presentation (general)  

Venue：トラストシティカンファレンス仙台  

Presentation type：Oral presentation (general)  

Venue：東洋英和女学院大学  

Presentation type：Oral presentation (general)  

Venue：同志社大学  

Language：Japanese   Presentation type：Oral presentation (invited, special)  

Venue：ホテルメトロポリタンエドモント（東京）   Country：Japan  

Language：Japanese   Presentation type：Oral presentation (invited, special)  

Venue：キャリア教育研究会（マリンメッセ福岡）   Country：Japan  

Language：Japanese   Presentation type：Oral presentation (invited, special)  

Venue：琉球大学   Country：Japan  

Language：Japanese   Presentation type：Oral presentation (general)  

Venue：東京電機大学   Country：Japan  

Language：Japanese   Presentation type：Oral presentation (general)  

Venue：長崎大学   Country：Japan  

Language：Japanese   Presentation type：Oral presentation (general)  

Venue：早稲田大学   Country：Japan  

Language：Japanese   Presentation type：Oral presentation (general)  

Venue：明星大学   Country：Japan  

Presentation type：Oral presentation (general)  

Venue：大学入試センター  

Presentation type：Oral presentation (general)  

Venue：明星大学  

Presentation type：Oral presentation (general)  

Venue：新宿  

Presentation type：Oral presentation (general)  

Venue：東北大学  

Presentation type：Oral presentation (general)  

Venue：新宿  

Language：Japanese  

Country：Other  

Presentation type：Oral presentation (general)  

Venue：早稲田大学  

Presentation type：Oral presentation (general)  

Venue：長岡科学技術大学  

Presentation type：Oral presentation (general)  

Venue：香川大学  

Presentation type：Oral presentation (general)  

Venue：鹿児島大学  

Presentation type：Oral presentation (general)  

Venue：新宿  

Presentation type：Oral presentation (general)  

Venue：鳥取大学  

Presentation type：Oral presentation (general)  

Venue：東北大学  

Presentation type：Oral presentation (general)  

Venue：同志社大学  

Language：Japanese  

Country：Other  

Presentation type：Oral presentation (general)  

Venue：大阪教育大学  

Presentation type：Oral presentation (general)  

Venue：東北大学  

Presentation type：Oral presentation (general)  

Venue：琉球大学  

Presentation type：Oral presentation (general)  

Venue：新宿  

Presentation type：Oral presentation (general)  

Venue：名古屋大学  

Presentation type：Oral presentation (general)  

Venue：聖路加看護大学  

Language：Japanese  

Country：Other  

Presentation type：Oral presentation (general)  

Venue：茨城大学  

Presentation type：Oral presentation (general)  

Venue：お茶の水女子大学  

Presentation type：Oral presentation (general)  

Venue：大学入試センター  

Language：Japanese   Publishing type：Internal/External technical report, pre-print, etc.  

Language：Japanese   Publishing type：Internal/External technical report, pre-print, etc.  

Language：Japanese   Publishing type：Internal/External technical report, pre-print, etc.  

Language：Japanese   Publishing type：Article, review, commentary, editorial, etc. (scientific journal)  

Language：Japanese   Publishing type：Internal/External technical report, pre-print, etc.  

Language：Japanese  

researchmap

Language：Japanese   Publishing type：Article, review, commentary, editorial, etc. (scientific journal)  

Language：Japanese  

Language：Japanese   Publishing type：Article, review, commentary, editorial, etc. (scientific journal)  

Language：Japanese   Publishing type：Internal/External technical report, pre-print, etc.  

Language：Japanese   Publishing type：Internal/External technical report, pre-print, etc.  

Language：Japanese  

researchmap

Language：Japanese   Publishing type：Book review, literature introduction, etc.  

Language：Japanese   Publishing type：Internal/External technical report, pre-print, etc.  

Language：Japanese   Publishing type：Internal/External technical report, pre-print, etc.  

Language：Japanese   Publishing type：Article, review, commentary, editorial, etc. (scientific journal)  

Language：Japanese   Publishing type：Article, review, commentary, editorial, etc. (scientific journal)  

Language：Japanese   Publishing type：Book review, literature introduction, etc.  

Language：Japanese   Publishing type：Internal/External technical report, pre-print, etc.  

Language：Japanese   Publishing type：Book review, literature introduction, etc.  

Language：Others