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29.
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Students reflect on the evidence of learning they have selected or created;
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学生は自分が選択したり作成した学習の証拠を振り返ります。
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Translated and reviewed by
Mitsuhiro Yoshida
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Located in
../source/tips/assessment.rst:52
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30.
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Has a real world context (e.g. link to work experience or teaching practicum experience);
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現実世界の状況がある（例：職場体験や教育実習の経験にリンクしている）。
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Translated and reviewed by
Mitsuhiro Yoshida
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Located in
../source/tips/assessment.rst:53
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31.
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Can be mapped to long-term vocational capabilities (e.g. Graduating Teacher Standards, professional association requirements);
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長期的な職業能力にマッピングすることができます（例：卒業教師基準、専門家協会の要件）。
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Translated and reviewed by
Mitsuhiro Yoshida
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Located in
../source/tips/assessment.rst:54
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32.
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Can be mapped to the graduate profile capabilities of the qualification being studied.
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勉強している資格の大学院プロフィールの能力にマッピングすることができます。
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Translated and reviewed by
Mitsuhiro Yoshida
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Located in
../source/tips/assessment.rst:55
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33.
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Some types of assignments which take advantage of the affordances of ePortfolio software are:
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eポートフォリオ・ソフトウェアを活用した課題には、以下のようなものがあります。
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Translated and reviewed by
Mitsuhiro Yoshida
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Located in
../source/tips/assessment.rst:57
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34.
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**Group work assignments** involving collaborative learning and critical evaluation, with tasks allocated for each group member requiring discussion and consultation before a final 'product' using a range of text items and other media is submitted.
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**グループワークの課題**は、共同学習と批判的評価を含むもので、グループメンバーごとに課題が割り当てられ、テキストやその他のメディアを使用した最終的な「成果物」を提出する前に、話し合いや相談が必要となります。
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Translated and reviewed by
Mitsuhiro Yoshida
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Located in
../source/tips/assessment.rst:59
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35.
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**Learning journals** which encourage an ongoing personal connection with learning and link theory to practice in relation to the students' knowledge and experience. This type of assignment helps develop the reflective practice necessary in many professions including teaching.
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**学習日誌**は、学習との継続的な個人的なつながりを促し、学生の知識や経験に関連して理論と実践を結びつけるものです。このタイプの課題は、教育を含む多くの職業で必要とされる反射的な実践を開発するのに役立ちます。
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Translated and reviewed by
Mitsuhiro Yoshida
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Located in
../source/tips/assessment.rst:61
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36.
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**Field work / practicum reports** – such as practicum placements in a relevant workplace – these provide a rich source of learning in an authentic context and an ePortfolio provides a useful way of gathering a range of evidence which shows what learning has occurred during the practicum placement.
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**フィールドワーク/実習レポート** - 関連する職場での実習など - これらのレポートは、本物の文脈での学習の豊富な情報源となり、eポートフォリオは、実習先でどのような学習が行われたかを示す様々な証拠を収集するのに役立ちます。
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Translated and reviewed by
Mitsuhiro Yoshida
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Located in
../source/tips/assessment.rst:63
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37.
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**Problem-solving assignments** – these focus on an issue or challenge relevant to the field of knowledge and allow the student to suggest multiple solutions, evaluate solutions and recommend and justify a particular optimal solution for the problem.
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**問題解決課題** - 知識の分野に関連する問題や課題に焦点を当て、学生が複数の解決策を提案し、解決策を評価し、問題に対する特定の最適な解決策を推薦し、正当化することを可能にします。
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Translated and reviewed by
Mitsuhiro Yoshida
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Located in
../source/tips/assessment.rst:65
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38.
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**Resource portfolios** – these are collections of a range of digital media resources found on the Internet focussed on an issue or learning area, with evaluations of the efficacy of the resources and (if appropriate) examples of their use in an authentic context.
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**リソースポートフォリオ** - 課題や学習分野に焦点を当てたインターネット上のデジタルメディアリソースを集めたもので、リソースの有効性を評価し、（適切な場合には）実際の文脈での使用例を掲載しています。
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Translated and reviewed by
Mitsuhiro Yoshida
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Located in
../source/tips/assessment.rst:67
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