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UNESCO School Network(ASPnet): Collaborative Action
Researchon the Role of Schools inAchieving SDGs in Asia-Pacific
What indicators and Materials
are used for learningassessment?

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3

3

Think for others
Express themselves in a different way!

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2

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Three pillars of learning for ESD(UNESCO 2017)

Curriculum
Pedagogy
Assessment

DomainRequired competencies

Cognitive
domainKnowledge and thinking skills
necessary to better understandthe SDGs and the challenges inachieving them.
Social skills that enable learners
to collaborate, negotiate andcommunicate to promote theSDGs as well as self-reflection
skills, values, attitudes andmotivations that enable learners
to develop themselves.

Socioemotional
domainBehavioral Action competencies
domainSource: Education for Sustainable Development Goals: learning objectives - UNESCO Digital Library105

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National Competencies framework and UNESCO’s framework

Knowledge and Skills• Cognitive Domain
Thinking, Judgement, Expression• Social-Emotional Domain
Motivation of Leering, Humanity• Behavioral Domain

11Start Inquiry
BasedLearning

DisasterStricken
Area

HasHikami Junior HigH scHool

Experiential
Exposure to
the Realities

Experiential
Learning
Program126

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Promote toLearn withASPnet
Schools

Proposal tothe Local
Community

HasHikami Junior HigH scHool
TransformaTive acTion

Hand down
the Lessons
toElementary
School Kids

Dialogue tothe Local
Community

13

UNESCO ESD for 2030 advocate transformative
learning cycle
AWARENESSUNDERSTANDING OF COMPLEXITIESEMPATHYCOMPASSIONEMPOWERMENT

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Competencies
that arefocused on ineach activity：
Example ofHashikami J.H• In order to nurture leaders of a sustainable society, They have set disaster risk
reduction as a pillar and set the following according to three areas, with theaim of nurturing students who can independently find and solve issues.
A Ability to think critically (Cognitive Area)• A-1: Able to identify what is needed to resolve local issues related to disasterprevention.
• A-2: Able to get the knowledge such as climate change, biodiversity, humanrights and welfare.
B Ability to predict and plan for the future/ transform it (social emotional area)• B-1: Able to plan and propose specific solutions for disaster prevention andmitigation.
• B-2: Has begun to actively work on solving local issues related to disasterprevention and mitigation on his own.
C Ability to communicate (behavioral area)• C-1: Able to communicate with classmates (group members) and local
residents through disaster prevention study so that new ideas can begenerated.
• C-2: Able to lead the presentations on disaster prevention learning andactivities in the community.
• C-3: Able to lead presentations in English on disaster prevention, etc. in thescenario of international exchange.

15Linkage of competencies• Originally considering about
competencies, competency A, Band C has been connected. Usingevaluation sheet (Rubric),
Hashikami school will later makeclear the relationship between
above mentioned competencies byevaluation sheets.
• Cognitive skill, A-1and A-2 are thebasic competencies. C Ability tocommunicate (behavioral area), C1 and C-2 competencies areusually required. In social
emotional dimension, B-1and B-2
will be mainly obtained on the latter
half of the year.

Identifywhat isneeded
Plan andtoproposeresolve
specific
localsolutions
issuesActively
work onsolving
local
issuesLeading activities in thecommunity1682023/3/14

Ordinary Assessment andAcademic assessment

Whatindicatorsand Materials
are used forlearning
assessment?

Questionary survey forinquiry-based learning

Rubric developed for thisproject17

socialemotional

behavioral

質問項目①

災害の種類を、いくつくらい知っていま

１

２

３

４

５

すか。(「地震」と「津波」だけを知って

1〜4 種類5〜6 種類7〜9 種類10〜14 種類

15 種類以上いるときは、２種類なので「１」を選んでください。)②

地域の歴史や環境について、昨年度と比１

べて、あなたの理解はどのくらい進みまあまり変わらない

２

３

４５

少しは進んだ

学校で教わっただけ進

学校外での学びも合学校内外の主体的なんだ

わせて大きく進んだ学びで非常に進んだ

したか。
③

地域の 防災・減災に関 する課題について、どのくらい理解していますか。

Cognitive

１

２

３

４

５

自分のグループの自分のグループの課

自分のグループの課題

他のグループの課題

他のグループの課題

課題をなんとなく題が複数あることをが複数あり、それらのもなんとなく理解しも複数あり、相互に理解している

理解している関連についても理解している

関連していることをている④

地域の 防災に関する課 題の解決方法について、どのくらい考えましたか。

理解している

１

２

３

４

５

ひとの解決方法を自分で主体的に考え自分とひとの考えを合

さまざまなことを考地域に提案したいほ

聞いているだけている

わせて、新たな解決策

え合わせ、具体的でどすぐれた解決策をを考え出している

効果的な解決策を新考え出していると思しく考え出している⑤う

地球規 模で防災が①生 物多様性や②気

１２

３

４５

候変動、③人権など、多様な課題と結び

なんとなくしか理

3 つの課題との結び

4〜7 つの課題との結び

8〜12 以上の課題の結

13 以上の課題の結びついていることを、どのくらい理解して解できていないつきを、しっかり理つきを、しっかり理解

びつきを、しっかりつきを、しっかり理解している

している

理解している

解している

いますか。

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Hashikami Rubric for Inquiry Based Learning⑮How well are you able to communicate with local people about disaster…
⑭How well are you able to communicate at school exchange meetings about…
⑬ To what extent are you able to put into action the ideas you have …
⑫Are you able to propose solutions to local issues related to disaster…

behavioral⑪Do you think you can cooperate with adults in your community in learning…
⑩ To what extent do you think you can cooperate with school students in…
⑨ Do you want to become a useful person for disaster prevention and…
⑧How useful do you think you are in terms of disaster prevention and…

socialemotional⑦How persistently can you work on the learning and actual action of…
⑥ Do you enjoy learning about disaster prevention?
⑤To what extent do you understand that disaster risk reduction on a…
④How much did you think about how to solve problems related to disaster…
③How much do you understand about issues related to disaster prevention…

Cognitive② How much has your understanding of the history and environment of the…
① How many types of disasters do you know?
0After

1

2

3

4

5

6

Before19

Result of rubric assessment
1. Knowledge acquisition incognitive domain is generallyhigh in the three domains ofcognitive, social emotional,
and behavioral.

2. In cognitive domain, many
students feel that theirunderstanding of the issues
has increased (③).

3. Among the three areas,
the social-emotional domain
has not been evaluatedhighly, but it is recognizedthat “perseverance” GRIT⑦
is increasing.

4.In social emotional domain,
the part related to selfesteem did not improve (⑧,⑨). It is thought thatstudents have learned thedifficulties to act for the realsociety.

5. In the field of behavioral
domain, Ability to cooperatewith local people (⑪) andcommunicate with them (⑭)
has improved. This is theeffect of setting such asituation.

6. In the field related tobehavioral domain, ability tomake proposals for issues
has increased (⑫). This is
the result of setting such asituation.

2010

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Impression of transformation ofstudents

21

Impression of transformation ofteachers, and schools

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UNESCO School Network(ASPnet): Collaborative Action
Researchon the Role of Schools inAchieving SDGs in Asia-Pacific
How does teachers use theassessment in improving theirteaching and learning?

2324

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25

How doesteachers use
theassessment
in improving
their teachingand learning?
Question

What is thetarget?

Students’ group activities
Project based learning
Subject based study

Whatassessmentfor?

Academic skills
Competencies

Whichperiod weasses?

Each study unit
School term
School Year26

13

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ACCU "Evaluation Method Development Project for
Fostering Sustainable Future Leaders by School
Teachers 2020-2021"

27

Transformative competencies were chosen
The result of action-based research titled "Evaluation MethodDevelopment Project for Fostering Sustainable Future Leaders by School
Teachers 2020-2021" from the Asia-Pacific Cultural Centre for UNESCO(ACCU), involving 20 schoolteachers at different school levels, bothpublic and private, from all over Japan.
Thorough schoolteachers’ discussions, elements of evaluation that
promote transformative action were selected. Then, self-evaluation
sheets consisting of the transformative competencies were created byteachers and adapted to school practices. The self-evaluation sheets wasdelivered to the students. Quantitative and qualitative analyses wereperformed and data were collected.

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Overview of transformative competencies
depending on school ages and level.
Elementary☑ Self-awareness☑ Self-affirmation

Lower Secondary☑ Consensus building andcooperation☑ Information gathering andselection skills☑ Self-regulation☑ Ability to verbalize☑ Patience☑ Empathy and compassion☑ Inquisitive mind

☑ A sense of responsibility☑Reflective thinking☑ Self-determination

Understanding the value of human rights andpeace
Knowledge and understanding of sustainability

Systems thinking
Practice a sustainable lifestyle

Upper Secondary☑ Critical thinking☑ Logical thinking skills☑ Problem-solving skills☑ Leadership☑ Information dissemination
skills☑ Continued learning

Contribute to creating a sustainablesociety

29

Example ofOmori No.6
J.H.

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2023/3/14• students are asked to write down
their own goals, there were someitems and students who set theirown goals.
• In the self-affirmation column, thisstudent wrote, "I have confidence inmy thoughts and statements, and I
can see things positively."

31

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Morphologicalanalysis ofstudents’ comment• Students were able to understandthings by cooperating in groups,conducting experiments, listening toother people's opinions, thinking formyself, and presenting my own
opinions.

33

What could I do?

• Presentation• myself• Thinking• Investigate• Opinion• Listen• Understanding• Words3417

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How were youdeveloped?

•••••••••Presentation
MyselfThinking
OpinionInvestigate
Creatures
GrowthListenFeeing

35

Correlation analysis
is delivered
ESD’s thinking skill and• ＜８つのカテゴリーの相関から例示＞
ESDの態度<--> 経験値 .570
Attitude is related
ESDの知識<--> 経験値 .658
ESDの態度<--> 思考力 .709
ESDの態度<--> 表現力 .690

＜個別の項目40項目の相関から例示＞
既習事項や経験と結び付ける<-->課題に気づいて行動を変える .511
既習事項や経験と結び付ける<-->多様な課題を発見考える .514
他者に共感尊重<--> 多様な課題に自分の考え .520
ICTの活用<-->資料作成のスキル .578
SDGs達成のために行動<-->課題に気づいて行動変える .614
日常生活でSDGsを意識<-->課題に気づいて行動変える .576
日常生活でSDGsを意識<-->望ましい未来像を吟味 .606
家族友人と話す<-->課題に気づいて行動を変える .552
地域や日常生活の課題発見<-->多様な課題を発見考える .597
情報検索・収集するスキル<-->課題解決のための意見 .601
考えを改善し解決につなげる<-->課題に気づいて行動を変える .571
考えを改善し解決につなげる<-->多様な課題に自分の考え .683

Get in touch withdifferent idea improve
own idea and thinksolution

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How doesteachers use
theassessment
in improving
their teaching
and learning?

Assessment tool is a student's self-evaluation
and also it is a teacher’s teaching evaluation.
Students will be able to aware selftransformation through self portfolio.
Assessment can evaluate the effect of each
unit to improve classroom teaching.
The items in the rubric become student goals
and have a great influence on the students.
Conduct evaluations beyond the fiscal year
and promote long-term development.

37

Omori No.6 J.H. Development of SDGs Sense
over year
100
90
80
70
60
50
40
30
20
100
1年

2年
令和元年

3年

1年

21222年

3年

令和4年

21 授業中、SDGｓを意識して学習している。
22 普段、SDGｓを意識したり、気にかけて行動している。

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ＥSD生徒アンケート
ESD生徒アンケート（令和3年度）

20．自分が今生活できているのは、今までの伝統や地域の文化、他の人や自然のおかげであると思う。, 3.620879121

43.5
32.5
2

９．他の人と協力・協働して物事を進めることができる。, 3.60989011

1.5
10.5

R3全体平均Ｒ１

30年度

授業中、SDGｓを意識して学習している

29年度

039

Address;
Tomonori ICHINOSE(TOM) Ph.D.
• National University Corporation Miyagi University of Education, Professor• 〒980-0845 149,AramakaiazaAoba,Aobaku,Sendai• TEL ：+81-22-214-3382 FAX ：+81-22-214-3382• MAIL：ichinose@staff.miyakyo-u.ac.jp• Director, Japan Association for International Education• Director, Japan Association for Citizenship Education• Executive Director, Japanese Society of ESD• External Examiner, Master of Arts in Education for Sustainability ,The Education
University of Hong Kong
• Supervisor for the Immigrant students in school, Ministry of Education, Culture, Sports,Science and Technology

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