04

Examination, GradeEvaluation, Feedback

1. ‌Assessment of Academic Achievement
Level
2. Guidelines on Creating Examinations• On-site examination• Paper assignment

3. ‌Fundamentals and Principles of GradeEvaluation
4. Stringent Grade Evaluation
5. ‌Use of Class Evaluation Survey byStudents
TOPIC/ About Education IR

6. ‌Class Review by Instructor
7. Claims Committee System
Books at the Center

Faculty Development Handbook 41

1. Assessment of
Academic Achievement Level

Basic Policy of FD
at Doshisha University01

Preparing the Syllabus

02

Various Class Formats

03

As it is said that “evaluation” in general is an information tool, grade evaluation at universities is also a tool for
providing information. It is used by the faculty to learn the degree of student comprehension of lecture content inaccordance with the course objectives (course overview) clearly indicated in the syllabus, and as a tool to measure
how close students are to the course goals also stated in the syllabus. In other words, it is an assessment of
academic achievement level. Grades show how much students have developed through the lectures they haveattended.
Academic achievement level assessment is therefore not simply an assigning of letters from A to F, nor is it merelya means of passing or failing students. It provides important information for the faculty in recognizing the degree ofcomprehension, and at times, in reviewing and changing lecture content. For example, while quizzes, mid-term
examinations and paper assignments during the 15 classes afford approaches to discerning the efforts and growth
status of each student, they are also methods the faculty uses to review and tailor class content to meet the needs
reflected in the learning status of students. Of course, quizzes and examinations are graded and assigned anevaluation from A to F, but such grading and evaluation are conducted fairly in accordance with the objective grade
evaluation standards indicated beforehand. These evaluation standards would be meaningless unless they objectively
measure whether or not students are progressing along the course schedule. Therefore, the intent of questions andgrading standards must be clearly indicated beforehand; feedback to students on quizzes, final examinations andpaper assignments are essential.
There is a trend toward diversification in methods of measuring academic achievement level. Diverse methods, suchas in-class essay examinations, paper examinations that require investigation on a topic, quizzes picking up on
keywords of the course, evaluation by interactive interviews, and multiple choice examinations using bubble sheets
are being used to assess the academic achievement level. Many more methods of examination will be developed in
the effort to accommodate varied lecture/class formats, such as lecture formats, seminar formats and field-workformats, or according to the number of students in the class.
The importance of assessing academic achievement level, a tool in learning how much the lectures are contributing
to student growth, is expected to continue increasing.

Examination, GradeEvaluation, Feedback04

42 Faculty Development Handbook

04 Examination, Grade Evaluation, Feedback
2. Guidelines on Creating Examinations

While entrance examinations generally aim to eliminate excess enrollee candidates, university examinations andquizzes measure student proficiency levels. Therefore, instead of posing questions to which most of the students do
not know the answers, examinations should serve to measure how close the students have come to the course goals
in the syllabus. From this perspective, an extremely low average score may be a sign that the examination did notreflect the course content as well as it should, and that a review may be necessary.
The two major types of questions on examinations are “multiple choice” and “essay.” Please understand the merits
and demerits of both types, so that you can “mix and match” for an optimum examination.
Multiple choice

Essay

MeritsQuestions and answers are one-to-one; grading standard isclear-cut, easy to grade, highly objective and very fair. Sincemany questions can be asked in this format, a broad range ofthe course can be covered evenly and all key points can beaddressed.

Reveals the comprehensive ability of the students, and since
the answers are not uniform, various perspectives in theanswers can be recognized and evaluated.

Demerits

Tend to be too knowledge-oriented; difficult to measurelogical thinking and writing abilities.

Since many elements are encompassed in one question, theanswers can vary greatly, often rendering evaluation
standards ambiguous and requiring much grading time.

Basic Policy of FD
at Doshisha University

On-site examination

0102
Preparing the Syllabus

Choosing the type of examination to administer depends greatly on the nature of the subject, class format, numberof students etc., but here we would like to confirm some guidelines on creating questions for two major examination
categories, namely the “on-site examination” and the “paper examination.”

The Center for Learning Support and Faculty Development holds an extracurricular program called “Academic Skills
Seminars” (see P.10) on a regular basis. It may be also effective to encourage students to participate in suchon-campus programs.

Reference URL

04
Examination, GradeEvaluation, Feedback

While on-site examinations are suitable for measuring the proficiency level of students in regard to course content,
paper assignment is effective in respecting the self-initiative of the students in digging deeply into a specific subject
for extensive consideration. However, prior to university many students have never written anything more than abook report, and papers submitted tend to be poorly written. Therefore, to improve the learning effect, guidance in“what is required in paper assignments at a university” is essential. Particularly for classes with a large number offirst year students, it is necessary to take time to explain the technical aspects of writing a paper, such as how to
structure a paper, how to research reference materials and how to write “notes” for citations. Also, to counter the
recent issues of “copying & pasting” (copying and pasting from the Internet), some measures are necessary; one
obvious one is to thoroughly enforce the citation rules, but it is also effective to provide paper topics relating tocourse content, specifically indicating the key points to be included in the paper.

Various Class Formats

03

Paper assignment• Types of examinations and precautions (Paper title page/Application for Makeup Examination downloads)
http://www.doshisha.ac.jp/students/curriculum/exam_type.html

Faculty Development Handbook 43

3. Fundamentals andPrinciples of Grade Evaluation

Basic Policy of FD
at Doshisha University01

Preparing the Syllabus

02

Various Class Formats

03

For example, if the course goal states that the student must learn 100 English words, and assessment is via written
examination, the proficiency level of the student who correctly defines all the words is 100%, while the student who
could only provide 30 correct definitions is at the 30% level. This is an extreme example, but in actual classes it isnecessary to have course goals be as specific as possible. Recommended is use of such expressions as “Students
will be able to...” in order to clearly indicate the evaluation points of the course. Ambiguous course goals impede
accurate measurement of student proficiency levels, rendering consistent and fair grade evaluation impossible.
Also, proficiency levels should not be measured solely on the basis of the final examination, but should be conducted
multifacetedly using evaluation items such as mid-term examination, quizzes, class performance etc. In regard to
the final grade, the percentage of all evaluation items should be clearly indicated. (For example, Class performance:
20%, Quizzes (3 times): 30%, Final written examination: 50%.)Having multiple evaluation items creates more workfor both teacher and student, but it is also important in creating dialogue between the two, so as to avoid unidirectionalclass teachings. By employing multifaceted evaluation and fastidiously checking student proficiency levels, teachers
can early-on discover problems students may have, and can then change the direction of or supplement the course
content as needed.
It goes without saying that course goals, as well as methods and standards of grade evaluation, must be clearly
indicated in the syllabus. Students rely on the syllabus to acquire a grasp of course content, schedule and methods
and standards of grade evaluation in choosing their classes. If details cannot be sufficiently explained in the syllabus,
it is important to establish a mutual awareness between teacher and students on the first day of class, so as to avoid
unnecessary misunderstandings based on assumptions. Also, try to proceed with your teachings in accordance with
the indications in the syllabus.
Finally, the main purpose of grade evaluation is not to rank students. Always maintain educational considerations
when grading. Proficiency levels vary by student. It is important to encourage students to reflect upon themselves,
so as to identify issues and facilitate future learning. From this perspective, excessive stringency in grade evaluation
damages the ambition of the students. Similarly, being too lenient in grade evaluation lowers student motivation.

Examination, GradeEvaluation, Feedback

04

Grade evaluation shows the achievement level of the students that have taken the class. Measuring the level ofunderstanding of each student in comparison with the course goals, and presenting the results to the students, is thedefinition of grade evaluation. This is what differs from examinations that target unspecified groups of students that
did not take a certain class. For problem-free grade evaluation, it is necessary to determine specific course goals andassessment methods beforehand.

44 Faculty Development Handbook

04 Examination, Grade Evaluation, Feedback
4. Stringent Grade Evaluation(Undergraduate) A: 4.0, B: 3.0, C: 2.0, D: 1.0, F: 0.0(Graduate school) A+: 4.5, A: 4.0, B+: 3.5, B: 3.0, C+: 2.5, C: 2.0, F: 0.0
GPA is calculated using the following formula, including credits with Fs (fail); if students reregister credits for which theyreceived Fs and receive D (or C in the case of graduate school) or above, the respective Fs are changed to the new grade
for calculation.

The GPA system is currently used for many purposes. In addition to serving as information for individual study guidance
for students, it is also used as a standard for selecting scholarship and tuition waiver candidates, as well as for screening
applicants for graduate school and dispatching overseas student candidates. Such wide use of the GPA system, even as
selection criteria, obliges teachers to conduct stringent and fair grade evaluation so as to avoid unnecessary disadvantages
to students.
Students can ask questions or file a formal objection regarding their grade evaluation as indicated on their report card.
When asking a question or filing a formal objection, students must submit a Grading Question Form to the office of theaffiliated faculty/school/graduate school or to the Center for Academic Affairs at either campus within one week from theofficial date of report card issuance. After submission, the office will inquire of the pertinent faculty on behalf of the student,
and will then convey the decision to the student. Faculty is expected to answer sincerely all questions and objections.

• Academic grades
http://www.doshisha.ac.jp/students/curriculum/record.html

03
Various Class Formats

The GPA system has several outstanding merits. For students, grade evaluation is indicated each semester, using
objective numbers, providing a reference index to promote active learning. Also, to promote fairness and transparency ofevaluation, the average grade and distribution of grades for subjects/classes is published on the website as GradeEvaluation Status. For teachers, the Grade Evaluation Status provides an index for determining whether or not their grade
evaluation is appropriate. By viewing the Grade Evaluation Status for same-subject classes taught by different faculty,
one can check whether or not evaluations are unbalanced, or if there are major differences in evaluation for certain
faculties or departments. Publication of the Grade Evaluation Status is said to have the effect of encouraging teachers to
conduct stringent and fair evaluation.

04
Examination, GradeEvaluation, Feedback

The GPA system is widely used in American and European universities, and can be considered an internationallyrecognized grade evaluation standard. A stringent grade evaluation based on global standards enables students to usethat information to prove their academic performance when studying abroad or seeking employment at foreigncompanies.

Preparing the Syllabus

02<Undergraduate> (different calculation for graduate schools)(A) x 4.0 + (B) x 3.0 + (C) x 2.0 + (D) x 1.0 + (F) x 0.0/(A) + (B) + (C) + (D) + (F)* (A) to (F) is the total number of credits receiving each evaluation

Reference URL

01
Basic Policy of FD
at Doshisha University

The entire Doshisha University uses the GPA system. For undergraduate students, grade evaluation is on a five-point
scale (A, B, C, D and F), each grade being assigned grade points from 4.0 to 0.0 to derive the GPA (grade point average)
for each credit. Graduate School subjects are evaluated on a seven-point scale (A+, A, B+, B, C+, C, and F); grade points
range from 4.5 to 0.0.

• Regarding implementation of the GPA system
http://www.doshisha.ac.jp/students/curriculum/gpa/since2004.html

Faculty Development Handbook 45

5. Use of Class Evaluation Survey
by Students

Basic Policy of FD
at Doshisha University01

Preparing the Syllabus

02

Various Class Formats

03

To teach is to be taught. Not many will object to this idea. As teachers evaluate students, teacher evaluation by
students is also meaningful and essential for enhancement of education content. In classes like seminars, where
teachers face a small number of students, interaction between the two elements is easy and natural, but in lectureclasses, especially large-hall lectures with a great number of students, it is necessary to find ways for the voice ofevery student to be heard. To that end, Doshisha University employs class evaluation surveys by students to gather
class evaluations and messages from the students. Doshisha University has been conducting “Class Evaluation
Survey by Students” since the fall semester of AY 2002; the survey is currently conducted via both online and printed
questionnaires.
Students evaluate the course on a five-point scale from various perspectives, including course difficulty level,
progression, speed, how the teacher answers questions, and how much effort the teacher makes in course materialpresentation to increase student motivation to study and to facilitate understanding. There is also some free space
where we receive constructive comments on how the class can be improved; this is proving extremely useful.
The survey is normally conducted half-way through the course so as to give immediate feedback to the current
students based on the questionnaire answers, but it is also possible to conduct it during a latter class of the semester
when the students have a grasp of the entire picture of the course so that the results are reflected in improvement for
subsequent semesters, or to conduct online and other methods of questionnaire surveying during the semester asnecessary; active use of such surveys is recommended.
The results of the class evaluation survey by students can be used in diverse and infinite ways. Considering theautonomy and character diversity of each faculty/school/graduate school, establishing a uniform method applicableto the entire school is both difficult and inappropriate. This is why use of results of the class evaluation survey by
students in FD activities is currently left largely up to each faculty/school/graduate school, though the following two
points are generally shared by the entire university as larger policies. First, with each faculty member taking theresults from their class seriously, the survey results are stimulating faculty into voluntarily finding innovative andingenious teaching methods. Second, the results are playing a major role in promoting organizational efforts by eachfaculty/school/graduate school to enhance and improve class content. For example, data of the class evaluation
survey by students are shared by the Faculty Council members of each faculty/school/graduate school, who use it as
fundamental material for organizational deliberations on promoting efforts and devising policies for class improvement
by FD committees of each faculty/school/graduate school.
Reference URL• Class Evaluation Survey by Students
http://clf.doshisha.ac.jp/evaluation/evaluation.html

Examination, GradeEvaluation, Feedback

04

TOPIC
About Education IR
Education IR
The Center for Learning Support and Faculty Development, as a node between faculties and graduate schools,
carries out practical education improvement activities led by faculty members in charge of education IR. As
education IR activities cover a wide range of fields, we plan and conduct surveys like “Class Evaluation Survey byStudents” and “Questionnaire Survey on Campus Life” (see p.12) and engage in the development and testing ofdata accumulation and analysis methods in order to identify the indexes for measuring what education improvement
issues are unique to Doshisha University and the level of improvement, as well as effective improvement methods.

46 Faculty Development Handbook

04 Examination, Grade Evaluation, Feedback
6. Class Review by Instructor

It is the policy of Doshisha University to publicize on the university website review by each faculty regarding every
offered course, after the end of the course period. This mechanism enables feedback to students even after a course
has ended. It is naturally during the grading period that the students are most eager about receiving such feedback,so it is preferable for teachers to provide their review by that time. A review should be 2,000 characters or less on
one, a few, or all of the following topics, to be chosen by the teacher, and may be disseminated via DUET.
• Review topics   • View of teacher regarding results of “Class Evaluation Survey by Students”
   • Comments regarding and requests toward students from teacher   • Advice to students regarding future learning activities etc.
   • Explanation of intent of questions on final examination and/or paper examination   • Comments on status of answers on final examination and/or paper examination   • Comments on results of experiments, practical training etc.
   • Supplementary explanation on course goals, class management and/or grade evaluation standards   • Overview of final evaluation

Reference URL

Preparing the Syllabus

03
Various Class Formats

The course is complete when and only when a communication route is established so that the teacher can givevarious kinds of feedback to students, not only during class, but also after grades have been announced.

02

04
Examination, GradeEvaluation, Feedback

Also, by simply viewing their report card or grade distribution,
students cannot understand why they received their grades. Ifthey can learn what they could have done to earn a better grade, it heightens their motivation for future learning, andif they are unable to obtain such hints to do better, they lose opportunities to improve their learning attitude andcontinue making the same mistakes, or even worse, fall into the negative spiral of depending on “off-the-record
guides.” A student who receives a grade that is different from that of a friend in the class and does not know thereason will acquire a sense of dissatisfaction or distrust toward the grade evaluation by the teacher. Grading is not
the final task.

Basic Policy of FD
at Doshisha University

01

Designing a course, creating a syllabus, moving the class alongwith thorough preparation and innovative ideas, then conducting
stringent grade evaluations is, unfortunately, not enough. It is notenough because students who took the class want to know how
the teacher felt about the class’s achievement level and learning
attitude, or how the teacher feels about the results of the classevaluation survey by students.

• Class review by instructor
http://duet.doshisha.ac.jp/info/kohyoindex.jsp

Faculty Development Handbook 47

7. Claims Committee System

Basic Policy of FD
at Doshisha University01

Preparing the Syllabus

02

Doshisha University has a Claims Committee system that receives, investigates, deliberates and resolves complaints
from students regarding course content, teaching method and/or grade evaluation. The Claims Committee system
was implemented in April 2004, together with the GPA system, as a part of the efforts to realize more stringent grade
evaluations so as to improve the quality of undergraduate and graduate school education.
This system was implemented because although faculty is able to learn the opinions and comments of students
regarding a given course through the class evaluation survey by students and is able to use such information forimprovement, there are individual requests that do not easily come up in such survey format, or problems thatcannot be easily resolved through direct dialogue between teacher and student. There was need for an intermediary
entity, the Claims Committee, comprising Assistant Deans of faculties and graduate schools, which can listen to bothsides and find solutions that lead to course improvements. The Claims Committee thus protects student privacy
while protecting the students themselves from disadvantageous treatment resulting from claims filed.
Doshisha University has two types of Claims Committee: the Faculty Etc. Claims Committee for each faculty/school/
graduate school/center, comprising full time faculty, and the All-School Claims Committee. Each handles matters as
detailed below.
• The Faculty Etc. Claims Committee
Handles the following matters (claims) filed by students[1] ‌Requests for improvement regarding course content and education methods that cannot be resolved throughdirect communication between student and teacher[2] Questions and formal objections regarding grade evaluation

Various Class Formats

03

Examination, GradeEvaluation, Feedback04• The All-School Claims Committee
Exchanges information and coordinates matters handled by Faculty Etc. Claims Committee, investigates anddeliberates measures regarding all-school claims

The Faculty Etc. Claims Committee adheres to the following procedure in handling improvement requests fromstudents. After submission of an improvement request by a student, the ClaimsCommittee is convened within two
weeks, and the facts are investigated. Within two weeks of the Claims Committee meeting, the handling of therequest will be deliberated, and the result will be communicated to the student in writing. In the case of a questionor formal objection on grade evaluation, the office of the student’s affiliated faculty/school/graduate school will firstinquire of the teacher based on the submitted Grading Question Form (see P.45) and convey the answer to thestudent verbally. If the student is not satisfied with the answer and coordination by a Claims Committee is deemednecessary, the matter is reported to the Claims Committee of the faculty/school in question and the same procedure
as in the case of an improvement request will be taken.
The content of the student claims can be categorized into system/curriculum, teaching method, course content and/or level, syllabus, examination procedure, examination content, grade evaluation and others. The data accumulated
since implementation show that most claims concern course content and/or level, teaching method and grade
evaluation. Improving these points are also important for FD.
The Claims Committee is not just an organization for complaint handling, but also an important part of FD thatencourages both teachers and students to take courses seriously and provides opportunities to improve course
content.

48 Faculty Development Handbook

04 Examination, Grade Evaluation, Feedback
Books at the Center
The Center for Learning Support and Faculty Development collects books and materials on university reforms
and FD to make available to full-time faculty and staff. Here we introduce a few terms that frequently appear in• Active Learning
Matsushita (2015) says “Active learning refers to learning through acting and reflection about actions.
With the help of the government policy, it has rapidly spread in university education in Japan as an
educational method to deal with the issues of universalization and skill development” (pp. 23-24).

02
Preparing the Syllabus

Also, Mizokami (2015) defines active learning as “all kinds of proactive learning by way of going beyond
the type of (passive) learning of one-way knowledge-transmission type lecture. It includes engagementin activities such as writing, speaking and making presentations, as well as externalization of thecognitive process arising from such activities” (p.32).

Basic Policy of FD
at Doshisha University

01

recent books on class management, with quotes from some of the books available at the center.

Structure One-way knowledge-transmission
Atype lecture from teacher tostudents
Passive
ActiveInteractive lecture
・Comment sheet
・Minutes paper・Quiz・Class evaluation survey

03

Structure One-way knowledge-transmission
type lecture from teacher toBstudents
Passive
ActivePositioning
Figure Figure
1-1 1-1
Transition
learningin interms
of positioning
Transitionto
to active
active learningterms
of positioning04
Examination, GradeEvaluation, Feedback

・Discussion
・Presentation
・Peer instruction
・TBL（Team-Based-Learning）
・LTD Learning Through Discussion
・PBL（Problem-Based-Learning）

Various Class Formats

Positioning

Faculty Development Handbook 49

• Backward Design

Basic Policy of FD
at Doshisha University01

Preparing the Syllabus

02

According to Mizokami (2015), “Backward design [...] firstly determines the goal of the course and thenplans the individual class contents, the course progress and the method of assessment. The instructor
begins the planning by deciding what learning outcome is expected in students at the end of thecourse, followed by what method to use for assessment and on what grounds, how to conduct eachclass based on that assessment plan, and what kind of learning to encourage students to do. [...] In
order to lead students to advanced, multi-dimensional learning outcome, backward design is aimed atdetermining the learning outcome and the assessment using tools such as rubrics and portfolios before
designing the class/course” (pp.39-40).

• Rubrics
According to Stevens and Levi (2013), “a rubric is a scoring tool that lays out the specific expectations
for an assignment. Rubrics divide an assignment into its component parts and provide a detailed
description of what constitutes acceptable or unacceptable levels of performance for each of thoseparts. Rubrics can be used for grading a large variety of assignments and tasks: research papers, bookcritiques, discussion participation, laboratory reports, portfolios, group work, oral presentations, andmore” (p.3).

Various Class Formats

03

Examination, GradeEvaluation, Feedback

04

50 Faculty Development Handbook

04 Examination, Grade Evaluation, Feedback
Rubric for Presentations

Voice
volumeVoice does not reach the entire
classroom throughout thepresentation and difficult to hear at
the corner of the room.

Voice reaches the entire classroom
but is difficult to hear at times.

Voice reaches the entire classroom
and is easy to hear from beginningto end.

Eye contact

Student mostly does not see theaudience during the presentation.

Student sometimes fail to see theaudience during the presentation.

Student sees the audiencethroughout the presentation.

Presentation is not organized insequence and difficult to follow.
Main points are unclear.

Sequence needs somePresentation is well-organized in
improvements and presentation isclear sequence and easy to follow.
difficult to follow in part. Main points Main points are emphasized.
are slightly unclear.

Content

Student shows some enthusiasm
but not enough pursuasiveness.

Student shows sufficient enthusiasm
and pursuasiveness.

Teamwork

Group lacks communication
between members. One member
seems to be left with all
responsibilities or to carry out thepresentation alone without othermembers’ consent.

Group shows communication tosome extent and cooperation
between members. Some members
lack enthusiasm towards thepresentation.

Group shows sufficient
communication and cooperation
between members. All members
show enthusiasm towards thepresentation.

Q&A

Answers are off the mark because
student does not understandquestions accurately. Answers are
given in an aggressive way andoffending the questioners andaudience.

Student understands questions
accurately but answers are off themark. Answers are sincere andcommunication is constructive.

Student understands questions
accurately and answers are on themark. Answers are sincere andcommunication is constructive.

Time

Presentation continued beyond thealloted time or ended significantly
early.

Presentation ran within the alloted
time but ended slightly early.

Presentation ran within the alloted
time and student made the most ofit.
Table based on p.136 of Sato (2010)

02

03

04
Examination, GradeEvaluation, Feedback

Student does not show enthusiasm
Enthusiasm and seems to carry out thepresentation matter-of-factly.

01
Basic Policy of FD
at Doshisha University

Excellent (A)Preparing the Syllabus

Approaching Standard (B)Various Class Formats

Needs Improvement (C)Faculty Development Handbook 51

Rubric for Papers
Excellent

Basic Policy of FD
at Doshisha University01

Preparing the Syllabus

Poor

Creativity
andOriginality

You do not meet theparameters of theassignment.

Argument

Your central argument isclear, interesting, anddemonstrable (i.e., basedon evidence, not opinion).
The claims made in the
body of your paper clearly
and obviously support yourcentral argument. Your
arguments and claims
reflect a robust andnuanced understanding of
key ideas from this course.

Your central argument isclear and demonstrable.
The claims made in the
body of your paper support
your central argument.
Your arguments andclaims reflect a solid
understanding of key ideas
from this course.

Your central argument isdemonstrable but notentirely clear. A few of theclaims made in the body of
your paper do not clearlysupport your central
argument. Your arguments
and claims reflect someunderstanding of key ideas
from this course.

Your central argument isunclear or it is notdemonstrable. The claims
made in the body of yourpaper do not support yourcentral argument. Your
arguments and claims
reflect little understandingof key ideas from thecourse.

Evidence

The evidence you use isspecific, rich, varied, andunambiguously supports
your claims. Quotations
and illustrations areframed effectively andexplicated appropriately inthe text.

The evidence you use
supports your claims.
Quotations andillustrations are framed
reasonably effectively andexplicated appropriately inthe text.

Some of the evidence you
use does not support yourclaims. Some of thequotations and illustrations
are not framed effectively or
explicated appropriately inthe text.

Little of the evidence you
use supports your claims.
Few of the quotations andillustrations are framed
effectively or explicatedappropriately in the text.

The reader can follow the The reader cannot always The reader cannot follow
structure of your argument follow the structure of your the structure of yourwith very little effort.
argument.
argument.

Structure

Your ideas are presented
in a logical and coherent
manner throughout the
paper, with strong topic
sentences to guide thereader. The reader caneffortlessly follow thestructure of yourargument.

The reader can discern
your meaning with very
little effort.

The reader cannot always
discern your meaning.

The reader cannot discern
your meaning.

ClarityYour sentences areconcise and well crafted,
and the vocabulary is
precise; the reader caneffortlessly discern yourmeaning.
There are no distracting
spelling, punctuation, or
grammatical errors, andquotations are all properly
cited.

There are few distracting
spelling, punctuation, and/or grammatical errors, andquotations are all properly
cited.

There are some distracting
spelling, punctuation, and/or grammatical errors,
and/or some of thequotations are not properly
cited.

There are significant anddistracting spelling,
punctuation, or
grammatical errors, and/or
the quotations are
improperly cited.

03
Various Class Formats

Not Yet Competent
You meet most of theparameters of theassignment.

02

04

Competent

You exceed the parameters You meet all theof the assignment, withparameters of theoriginal insights or aassignment.
particularly engaging style.

Mechanics

Source: Eberly Center for Teaching Excellence, Carnegie Mellon University.

Examination, GradeEvaluation, Feedback

Table taken from Ambrose et al. (2010) p.236-238

52 Faculty Development Handbook

04 Examination, Grade Evaluation, Feedback
Rubric for Conducting an Experiment in the Lab

PurposeDatacollection

Data
analysis

The procedure could be designed
more efficiently, but it allows control
of all variables selected. Most stagesof the procedure are entered on thelab report.

The procedure does not allow
control of all variables selected.
Many stages of the procedure are
not entered on the lab report.

While conducting the procedure, thestudent is tidy, respectful of others,
mindful of safety, and leaves thearea clean.

While conducting the procedure, thestudent is mostly tidy, sometimes
respectful of others, sometimes
mindful of safety, and leaves thearea clean only after being
reminded.

While conducting the procedure, thestudent is untidy, not respectful ofothers, not mindful of safety, andleaves the area messy even after
being reminded.

Research question and hypothesis
are stated clearly, and therelationship between the two isclear. The variables are selected.

Research question and hypothesis
are stated, but one or both are notas clear as they might be, and/or the
relationship between the two is
unclear. The variables are selected.

Research question and hypothesis
are not stated clearly, and therelationship between the two is
unclear or absent. The variables are
not selected.

Raw data, including units, arerecorded in a way that is appropriate
and clear. The title of the data table
is included.

Raw data, including units, arerecorded, although not as clearly orappropriately as they might be. The
title of the data table is included.

Raw data, including units, are notrecorded appropriately and clearly.
The title of the data table is notincluded.

Data are presented in ways (charts,
tables, graphs) that best facilitate
understanding and interpretation.
Error analysis is included.

Data are presented in ways (charts, Data (chart, tables, graphs) are nottables, graphs) that can bepresented clearly. Error analysis isunderstood and interpreted,
not included.
although not as clearly as they mightbe. Error analysis is included.

The results are fully interpreted andcompared with literature values. The
Evaluation limitations and weaknesses areofdiscussed, and suggestions areexperiment made about how to limit or eliminate
them.

The results are interpreted andcompared with literature values, but
not as fully as they might be. The
limitations and weaknesses are
discussed, but few or nosuggestions are made about how tolimit or eliminate them.

The results are not interpreted in a
logical way or compared withliterature values. The limitations andweaknesses are not discussed, nor
are suggestions made about how tolimit or eliminate them.

Table taken from Stevens and Levi (2013) p.115

Basic Policy of FD
at Doshisha University

The procedure is well-designed andallows control of all variables
selected. All stages of the procedure
are entered on the lab report.

0102
Preparing the Syllabus

Courtesy
and safety

Need WorkAll needed materials are not present
and are not entered on the labreport. The materials are not all
appropriate for the procedure and/or
there are some major omissions.

03
Various Class Formats

Procedure

Competent
All needed materials are present, but
not all are entered on the lab report,
or some materials are absent andmust be obtained during theprocedure. The materials areappropriate for the procedure.

04
Examination, GradeEvaluation, Feedback

Materials

ExemplaryAll needed materials are present andentered on the lab report. The
materials are appropriate for theprocedure. The student is notwasteful of the materials.

Faculty Development Handbook 53

• Learning Portfolio

Basic Policy of FD
at Doshisha University

01

Tsuchimochi (2011) explains that “a learning portfolio is the documented process of ‘Reflection +Documentation + Mentoring = Learning’ as shown in the figure ‘the Leaning Portfolio Model’” (p81),
showing the following figure of the three elements of a learning portfolio, reflection, documentation andcollaboration (which includes mentoring) (p70).

Reflection／
省察

Preparing the Syllabus

02

Documentation（資料）／Evidence（証拠）

Reflection（省察）＋Documentation（証拠資料）＋
Mentoring（メンターリング）＝Learning（学習）Various Class Formats

03

図5-35

ラーニング・ポートフォリオのモデル
Figure5-35  Model of a Learning Portfoliio

Source: ‌John Zubizarreta, The Learning Portfolio: Reflective Practice for Improving Students Learning Second
Edition (San Francisco: Jossey-Bass, 2009), p.25

出典：John Zubizarreta, The Learning Portfolio: Reflective Practice for Improving Students Learning Second Edition(SanFrancisco: Jossey-Bass, 2009),p.25

Figure taken from Tsuchimochi, Gary Hoichi (2011) p.81

Also, Tsuchimochi (2011) explains that “One can understand everything about a class by reading thelearning portfolio of the class. In addition to learning outcome of students, it contains many hints for theteacher to improve the class” (Introduction iii).

Examination, GradeEvaluation, Feedback04

Collaboration（共同作業）／
Mentoring（メンターリング）

54 Faculty Development Handbook

04 Examination, Grade Evaluation, Feedback[Bibliography]
Stevens, Dannelle and Antonia Levi, “大学教員のためのルーブリック評価入門” (Introduction to
Rubrics) Translated by Hiroyuki Sato et al. Tamagawa University Press, 2014

Nakai, Toshiki, ed. “アクティブラーニング” (Active Learning) Tamagawa University Press, 2015
Matsushita, Kayo “序章 ディープ・アクティブラーニングへの誘い” (Introduction to Deep Active
Learning). In “ディープ・アクティブラーニング” (Deep Active Learning) edited by Kayo Matsushita,
pp.1-27. Keiso Shobo, 2015
Mizokami, Shin-ichi “第1章 アクティブラーニング論から見たディープ・アクティブラーニング” (Chapter 1 Deep Active Learning from the View of Active Learning Theory). In “ディープ・アクティブ
ラーニング” (Deep Active Learning) edited by Kayo Matsushita, pp.31-51. Keiso Shobo, 2015
Sato, Hiroaki, ed. “大学教員のための授業方法とデザイン” (Teaching Methods and Design for University
Faculty) Tamagawa University Press, 2010
Ambrose, Susan A. “大学における「学びの場」づくり–よりよいティーチングのための７つの原理” (How Learning Works – Seven Research-based Principles for Smart Teaching) Translated by Kayoko
Kurita et al. Tamagawa University Press, 2014
Ambrose, Susan A. et al. How Learning Works - Seven Research-based Principles for Smart Teaching. JosseyBass, 2010

• Website of the Center for Learning Support and Faculty Development [Books at the Center]
http://clf.doshisha.ac.jp/books/list.html

03

04
Examination, GradeEvaluation, Feedback

Reference URL

02

Various Class Formats

In addition to the books referred to in this article, the Center for Learning Support and Faculty
Development collects a variety of books, journals, bulletins and reports on FD. Please check the list of
materials stored at the Center for Learning Support and Faculty Development on its website.

01
Basic Policy of FD
at Doshisha University

Tsuchimochi, Gary Hoichi, “ポートフォリオが日本の大学を変える” (Portfolio Changes Japanese
Universities) Toshindo, 2011

Preparing the Syllabus

Stevens, Dannelle and Antonia Levi, Introduction to Rubrics, Stylus Publishing, LLC., 2013

Faculty Development Handbook 55