{"title":"Toward a comparative sociology of modern examinations","authors":"F. Onaka","doi":"10.4324/9780429466243-4","DOIUrl":"https://doi.org/10.4324/9780429466243-4","url":null,"abstract":"","PeriodicalId":170279,"journal":{"name":"Comparative Sociology of Examinations","volume":"65 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123251535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-04-29DOI: 10.1163/15691330-12341340
Akihiko Hashimoto
It is known that Japanese elementary school examination was developed in the early Meiji era, around the 1870–80s, under the influences of the American school examination. But little has been known about the similarities or the differences of those examinations in both countries hitherto.Close investigation uncovered that early Meiji examination inherits many tools from the samurais’ examination of the feudal ages, e.g. the examination hall’s layout, preparation procedure, and the format for questioning, scoring, marking, and reporting. And those Japanese examinations were mainly given to encourage prudent learners as opposed to making selections, promotions, accreditations, or any other high-stakes decisions.Even Japanese, following the Meiji era, had imported “the purpose of testing” to make such significant decisions, the Japanese had not changed their manners of handling examinations in a true sense. This could lead to examinations in Japanese schools functioning differently from the “intended” purpose of the examination.
{"title":"Comparison of the big tests’ origins in Japan and the United States","authors":"Akihiko Hashimoto","doi":"10.1163/15691330-12341340","DOIUrl":"https://doi.org/10.1163/15691330-12341340","url":null,"abstract":"It is known that Japanese elementary school examination was developed in the early Meiji era, around the 1870–80s, under the influences of the American school examination. But little has been known about the similarities or the differences of those examinations in both countries hitherto.Close investigation uncovered that early Meiji examination inherits many tools from the samurais’ examination of the feudal ages, e.g. the examination hall’s layout, preparation procedure, and the format for questioning, scoring, marking, and reporting. And those Japanese examinations were mainly given to encourage prudent learners as opposed to making selections, promotions, accreditations, or any other high-stakes decisions.Even Japanese, following the Meiji era, had imported “the purpose of testing” to make such significant decisions, the Japanese had not changed their manners of handling examinations in a true sense. This could lead to examinations in Japanese schools functioning differently from the “intended” purpose of the examination.","PeriodicalId":170279,"journal":{"name":"Comparative Sociology of Examinations","volume":"22 6S 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115947343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-04-29DOI: 10.1163/15691330-12341339
M. Watanabe
This study proposes a typology of abilities tested by university entrance examinations with types of knowledge (experiential versus academic) and objective (instrumental versus value) as indices. Four types of abilities are extracted: generic, communal, nomothetic, and political. The proposed typology is examined by past questions on literature subject exams in four countries. The analysis reveals that the sat in the United States measures effective reasoning for versatile application, whereas the National Center Test in Japan examines the ability to infer human emotions for the creation of inner-community. The Iranian konkur tests the understanding of universal laws for guiding principle in life and French baccalaureat tests the mastery of dialectical procedure for innovation. Entrance examinations reveal the types of abilities and attitude each society values. The proposed typology aids in understanding their qualitative differences, which past studies were unable to elucidate.
{"title":"Typology of abilities tested in university entrance examinations","authors":"M. Watanabe","doi":"10.1163/15691330-12341339","DOIUrl":"https://doi.org/10.1163/15691330-12341339","url":null,"abstract":"This study proposes a typology of abilities tested by university entrance examinations with types of knowledge (experiential versus academic) and objective (instrumental versus value) as indices. Four types of abilities are extracted: generic, communal, nomothetic, and political. The proposed typology is examined by past questions on literature subject exams in four countries. The analysis reveals that the sat in the United States measures effective reasoning for versatile application, whereas the National Center Test in Japan examines the ability to infer human emotions for the creation of inner-community. The Iranian konkur tests the understanding of universal laws for guiding principle in life and French baccalaureat tests the mastery of dialectical procedure for innovation. Entrance examinations reveal the types of abilities and attitude each society values. The proposed typology aids in understanding their qualitative differences, which past studies were unable to elucidate.","PeriodicalId":170279,"journal":{"name":"Comparative Sociology of Examinations","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132659560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-07-19DOI: 10.1163/15691330-12341337
F. Onaka
This study compares 11 to 18 examinations and the changes they have undergone in Thailand, England, and Japan. Using socio-cultural network analysis supported by the interpretive understanding of local newspaper articles and interview transcripts, this study will reveal a process that has not been detected by previous single-case studies. First, there are three compounds across time periods and countries. Second, the analyses of local newspapers show that there is a tendency toward interconnection among the three compounds. Third, the analyses of interview transcripts that are selected as interconnected show that this type can be found in various kinds of people, especially among education administrators and business persons. These results enable us to predict the future of examinations in these areas.
{"title":"Comparative sociology of 11 to 18 examinations in Thailand, England, and Japan","authors":"F. Onaka","doi":"10.1163/15691330-12341337","DOIUrl":"https://doi.org/10.1163/15691330-12341337","url":null,"abstract":"This study compares 11 to 18 examinations and the changes they have undergone in Thailand, England, and Japan. Using socio-cultural network analysis supported by the interpretive understanding of local newspaper articles and interview transcripts, this study will reveal a process that has not been detected by previous single-case studies. First, there are three compounds across time periods and countries. Second, the analyses of local newspapers show that there is a tendency toward interconnection among the three compounds. Third, the analyses of interview transcripts that are selected as interconnected show that this type can be found in various kinds of people, especially among education administrators and business persons. These results enable us to predict the future of examinations in these areas.","PeriodicalId":170279,"journal":{"name":"Comparative Sociology of Examinations","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125412141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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