@article{oai:kanagawa-u.repo.nii.ac.jp:00012903,
 author = {後藤, 智範 and 永松, 礼夫},
 journal = {Science Journal of Kanagawa University},
 month = {Jun},
 note = {It is expected that description type examinations (DTEs) are able to evaluate abilities for logical inference and analytial thinking. DTEs have already been introduced in some faculties and departments for entrance examinations for universities. As a part of "the national common test for university entrance qualification", large-scale DTEs are planned for subjects of Japanese language and mathematics. The scoring process for DTEs differs from that for mark sheet-type examinations, requiring human support for scoring. In the field of pedagogy, some empirical studies on DTEs have been reported and many problems have been pointed out. In the U.S.A., to scorr DTE, some ESSs (Essay scoring Systems) have been in operation for over 20 years. In this paper on DTEs, we reviewed problems and solutions highlighted by recent study results based on the theory of education. Also, based on summarized trends of ESS studies in the U.S.A. and Japan, from the viewpoint of problems with DTEs, we discussed features and properties required for better ESSs., Departmental Bulletin Paper, 原著, 2018年度神奈川大学総合理学研究所共同研究助成論文},
 pages = {33--38},
 title = {論述式試験に関する諸問題と採点支援システムの研究動向},
 volume = {30},
 year = {2019}
}