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Classroom-embedded assessment based on subject differences for high school teachers focused on “learning to learn” behind the PISA

The purposes of this study are: (1) to provide an overview of the use formative assessments in Japanese high school classrooms for students’, learning to learn and (2) to investigate formative assessment use based on subject matter. The survey questionnaires from 402 Japanese high school teachers were based on the Teaching and Learning Research Programme (TLRP) in the UK. The findings show the teaching practices related to assessments, including (1) providing guidance that helps the pupils assess their own learning and (2) giving the pupils opportunities to determine their own learning objectives. Teaching methods with significant differences between a charged-subject vs. the overall differ from charged-subjects. The adoption of methods that help students with peer assessment will be a challenge in the future. The study results provide significant insight that can be used to help future educational reform.KEYWORDS: Classroom-embedded assessment, Japanese high school, learning to learn

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