Researcher Database

（Last updated : 2023-09-14 15:34:40）

HOSOO Moeko

Department / Course College of Letters Human Studies Program

Title / Position Associate Professor

Academic background
1.	2015/03 Degree Acquisition	│ Kyoto University Ph.D(Education)
2.	～2007/03	Department of Educational Sciences │ Faculty of Education │ Kyoto University │ Graduated
3.	～2009/03	Doctoral Program (1st Semester) │ Department of Educational Sciences │ Graduate School of Education │ Graduate School, Kyoto University │ Completed
4.	～2015/03	Doctoral Program (2nd Semester) │ Department of Educational Sciences │ Graduate School of Education │ Graduate School, Kyoto University │ Completed

Business career
1.	2017/04/01	Associate Professor │ College of Letters, │ Ritsumeikan University
2.	2015/04/01 ～ 2016/03/31	Part-time Lecturer │ │ Ritsumeikan University
3.	2012/04/01 ～ 2017/03/31	Center of Teacher Education Lecturer │ │ Kindai University
4.	2011/09/01 ～ 2012/03/31	Part-time Lecturer │ │ Kyoto Prefectural University
5.	2010/04/01 ～ 2012/03/31	Research Fellowship for Young Scientists(DC2) │ │

Committee and society
1.	2016/07 ～ 2017/03	Ministry of Education, Culture, Sports, Science and Technology Delegated Research: “Research Study on the Analysis of Specialized Topics Utilizing Surveys of Academic Ability” Overseas Survey Group Committee Member(France)
2.	2015/07 ～ 2018/03	Municipal Board of Education of Nagoya Advisor du Super Professional High School
3.	2011/01 ～ 2015/12	Association of Research on Education in France Secretary

Research activities
1.		Association of Research on Education in France
2.		THE JAPANESE SOCIETY FOR THE STUDY OF EDUCATIONAL OBJECTIVES AND EVALUATION
3.		SOCIÉTÉ FRANCO-JAPONAISE DES SCIENCES DE L'ÉDUCATION
4.		The Japanese Society for Curriculum Studies
5.		National Association for the Study of Educational Methods

Qualification and license
1.	2007	DALF C2
2.	2007	High School Teacher First Grade License(French)
3.	2007	Junior High School Teacher First Grade License(French)

Subject of research
1.	Action Research at School in Japan(Performance Assessment)
2.	History of Evaluation of Student in France
3.	University Entrance Examinations in France(Baccalaureat)

Research summary
Research on the Transition between High School and University and Evaluation of Academic Ability in France and Japan University entrance examinations in Japan have been biased toward the evaluation of rote memorization of knowledge. The reform of the system of transition between high school and university is proceeding, which should improve the status quo. The plan is to introduce an essay-style common entrance examination. If university entrance examinations change to this method, there will also be a need to improve instruction and assessment methods at high school and lower levels from the present methods, which are traditionally knowledge-based. Therefore, I am theoretically and practically studying how logical thinking that utilizes knowledge (rather than only fragmentary knowledge) and abilities for expression should be assessed and fostered. At present, I am focusing on France, where essay-style university entrance examinations have been used for over 200 years. In France, if one passes the university entrance qualifying examination known as the baccalauréat, one can basically enroll in any university. There are almost no multiple-choice questions in the baccalauréat unlike the National Center Test for University Admissions in Japan; rather, the core thereof is the essay and oral examinations. My focus on this baccalauréat is not merely limited to introducing the examination system. I have also clarified controversies concerning the examination, the true circumstances of transition between high school, the baccalauréat, and university, as well as the distinguishing characteristics of high school lesson practices meant for preparing one to take the baccalauréat. Furthermore, I am also working on researching theories of evaluating academic ability in France so as to investigate the evaluation philosophies that support the baccalauréat. The development of theories for evaluating academic ability in secondary education can be classified into three evaluation theories, which are based on: ① Docimologie from the 1920s to 30s and the 1960s to 70s; ② Objective-Based Pedagogy (PPO [in French]) from the 1970s to 80s; and ③ evaluation based on “competence” from the 1980s onwards. Docimologie and PPO are theories that developed from American theories of evaluation. Moreover, evaluation theories based on competence have been recently developing with the influence of the OECD and EU. Competence is the ability to utilize knowledge of a subject and solve problems under specific conditions. I am examining how these three theories of evaluation developed as systems and practices for evaluating academic ability in secondary education while also comparing them with academic ability evaluation theories from the United States, the OECD, and the EU. To apply the findings gained from this research on France to education in Japan, I am also conducting practical research on aspects such as performance assessment in Japanese elementary, junior high, and high schools. Performance assessment is a method of using a learner’s behavior and the work they produce (performance) as clues to evaluate their ability to utilize knowledge and skills.

Present specialized field
Education (Keyword：baccalaureat, France, competency(competence), performance assessment, evaluation, Transition between high school and university)

Papers
1.	2013/03	Originality of "Portfolio" Learning Support in High School in France: From "Guide" to "Accompaniment" │ ,pp.77-102
2.	2011/03	Historical Development of the Theory of Educational Evaluation in France : Focusing on "Docimologie" │ Research journal of educational methods. │ ,pp.85-95
3.	2011	Formation of Academic Achievements toward Professional Baccalaureate in France: Through Lesson Analysis of History and Geography │ Kyoto University research studies in education │ ,pp.421-433
4.	2010/03	Methods of Instruction and Assessment to develop ability to think, judge and express │ ,pp.26-27
5.	2010	Academic Ability Evaluated in the Baccalaureate Exam and Objectives of High School in France: Analysis of exam questions and textbook on Geography │ The Japanese journal of educational objectives and evaluation studies │ ,pp.29-38
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Message
1.	For Student When we learn about education in a different country, we can realize that the education in our own country, which we often regard as natural, is not universal. In this way, we can discover the strengths and limitations of Japanese education that have hitherto been unknown to us. Based on these experiences, I believe we can find ideas to make Japanese education better. Let us broaden and deepen our own views while debating with people of various cultures and expertise.