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Incorporating National Assessment into Curriculum Design and Instruction: An Approach in Japan

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School Mathematics Curricula

Part of the book series: Mathematics Education – An Asian Perspective ((MATHEDUCASPER))

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Abstract

This chapter describes an approach of incorporating research on student learning into the process of designing the school mathematics curricula by examining the case of national assessment in Japan. The curriculum design process consisted of four phases: planning, implementing, assessing, and revising. Through the use of one case study of the implementation of the National Assessment of Academic Ability (NAAA), this chapter elucidates the method to incorporate the assessment of students’ learning into the process of curriculum design.

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References

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Author information

Authors and Affiliations

  1. Utsunomiya University, Utsunomiya, Japan

    Keiko Hino

  2. National Institute for Educational Policy and Research, Tokyo, Japan

    Fumi Ginshima

Authors
  1. Keiko Hino
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  2. Fumi Ginshima
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Correspondence to Keiko Hino .

Editor information

Editors and Affiliations

  1. Ateneo de Manila University, Quezon City, Philippines

    Catherine P. Vistro-Yu

  2. National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Tin Lam Toh

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Hino, K., Ginshima, F. (2019). Incorporating National Assessment into Curriculum Design and Instruction: An Approach in Japan. In: Vistro-Yu, C., Toh, T. (eds) School Mathematics Curricula. Mathematics Education – An Asian Perspective. Springer, Singapore. https://doi.org/10.1007/978-981-13-6312-2_5

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  • DOI: https://doi.org/10.1007/978-981-13-6312-2_5

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-13-6310-8

  • Online ISBN: 978-981-13-6312-2

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