平成 25 年度 大学院博士（前期）課程入学者選抜学力試験
二次募集

英語注意事項1.

本試験は 100 点満点で，実施時間は 90 分です．

2.

試験開始の合図があるまで，この問題冊子を開かないでください．

3.

問題冊子 (問題は 1∼5 ページにあります) と解答冊子 (解答用紙 3 枚，下書き用紙 2 枚) は別々になっています．

4.

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5.

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6.

試験終了後，問題冊子，および下書き用紙は持ち帰ってください．

7.

問題ごとに配点が記されています．

Part 1

Reading Comprehension(40 points)

Read the article below and answer the following questions.
Einstein once said that education is what remains after one has forgotten everythinglearned in school. Educational institutions have a tendency to reduce learning into
regulated requirements for assessments and evaluations. Portfolios in education often
fall into the same predicament as they end up as additional assessments or requirements
which students must complete in their journey through school.
The word ‘portfolio’ conjures up many meanings depending upon the context within
which it is applied. To an economist or a banker it is often used as a ﬁnancial term
to refer to a collection of investments, such as a hedge fund. To a civil servant it may
denote a case or folder for carrying a collection of documents. For a politician it could
refer to the ministerial department for which she is responsible. For a student, an artist,an architect, a web designer or a teacher, a portfolio may be a collection of work or
samples of work produced that represent a person’s abilities.
Portfolios enable students to present more of themselves to potential investors, such as
an employer, than a short interview discussion or a standardised resume. Portfolios canform part of a resume; even more so for the graduating student who is keen to show thatshe or he is a better choice for an employer than other job candidates. Although thesekinds of portfolios are necessary, they are far from suﬃcient for the future of students
or employers.
Portfolios, especially with the availability of Web 2.0 tools, can now readily facilitatean additional vital component that is either overlooked or poorly executed: criticalreﬂection. John Dewey (1933) believed that reﬂection was an active, persistent, andcareful consideration of any belief or supposed form of knowledge in the light of thegrounds supporting it and future conclusions, to which it tends. Put simply, this means
both reﬂection ‘of’ an action and reﬂecting ‘in’ an action. The latter is when one
evaluates what is being done as it is being done, then making the necessary changes
as the action happens. The former occurs before and after the action and is called
self-reﬂection. This enables one to consider practice, behaviour, beliefs, process andoutcomes. It is a ‘feedback loop’ which is the instinctive pattern that evolution has
built into us to stop us, for example, from burning ourselves on a hot stove.
Unfortunately, emerging research suggests that although reﬂective use of portfolios— 1 —promotes reﬂective writing, it has not generally fostered deeper thinking ‘of’ an actionor ‘in’ an action. The tendency has been for students to adopt a repertoire that reinforces
habitual actions or practices to retell theoretical understanding of an action through afocus on the ‘self’ or a technical change. Little evidence has been forthcoming to showthat students critically reﬂect on their learning or change their professional and personal
practices and beliefs over time.
This is disconcerting. Future scientiﬁc discoveries, creative ideas or technologicalapplications will only come about by those who are able to adopt reﬂective practices
that move beyond the superﬁcial patterns. Portfolios can be valuable for developing
a collection of work but they are also powerful tools for reﬂective practices – feedback
loops – that will help new ideas be created and our futures fostered. To return toEinstein: Learn from yesterday, live for today, hope for tomorrow. The important thingis to not stop questioning.

References.
Albert Einstein Quotes. Accessed 18 January, 2013 at URL http://www.alberteinsteinsite.
com/quotes/einsteinquotes.html
Dewey J. (1933). How we think: A restatement of the relations of reflective thinking in the
education process, Boston, Mass: D.C. Heath.

— 2 —Answer the following questions.

(1)

Based on the text, mark either TRUE(○) or FALSE(× ) for the following statements.

(25 points)(a) Einstein believes he forgot everything he learned at school.
(b) Portfolios are curriculum vitae.
(c) Portfolios show prospective employers your skills.
(d) John Dewey promoted Web 2.0 reﬂective portfolios.
(e) Reﬂective portfolios are learning feedback loops.
(2)

What aspect of a portfolio is this essay primarily addressing?

(5 points)(a) Activities(b) Investment(c) Research(d) Reﬂection(e) Documents(3)

Based on the text, which ONE of the following statements is correct? (5 points)(a) Portfolios are not used for assessment.
(b) Portfolios are freeing learners from their usual practices.
(c) Portfolios have enabled students to critically reﬂect on their learning.
(d) Portfolios have enabled students to change their personal and professional
practices.
(e) None of the above.

— 3 —Based on the text, complete the following sentence with the most appropriate(4)

response:
Reﬂective portfolios help students to(5 points)(a) evaluate an activity, task or work before starting and after completion.
(b) evaluate an activity, task or work before starting, during the action andafter completion.
(c) evaluate an activity, task or work during the action and after completion.
(d) evaluate an activity, task or work for feedback to the teacher.
(e) evaluate an activity, task or work to show they understand the class.

— 4 —Part 2 Academic Skills(60 points)

Based on the essay in Part 1 and on the data provided in the table below,
identify which student (from A to D) has eﬀectively used a portfolio. Explain
the reasons for your choice.
Then explain, in your opinion, why reﬂective practice is important for researchers. Write around 200 words in English.

Table 1. A modified Kember’s Scale - Levels of Reflective Engagement(Ward and McCotter, 2004)
Scores range from exceptional (10) to poor (1) for each reflective level of the action.

Students’ scores / 10
Levels of Reflective En-

Student A

Student B Student C

Student Dgagement
HabitualAction:

little86

69self-

75

68

re-

97

7

957

6

5

5

8

6

4

thought given to the actions
Routine Reflection:centered concerns
Technical Reflection:

sponds to actions withoutchanging belief or practiceTransformative Reflection:
responds to change in professional practice over timeCritical Reflection: shift inpersonal beliefs over time

Reference.
Ward, J. & McCotter, S. (2004). Reflection as a visible outcome for pre-service teachers.
Teaching & Teacher Education: An International Journal of Research and Studies, 20/3, 2432579.

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