About the 3rd Public Symposium in 2024
Table of Contents
- About the 3rd Public Symposium in 2024
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- Fairness as a psychological construct
- Fairness issues from the perspective of social stratification and selection structure theory–Sociological approach–
- The fairness of university entrance examinations from a psychometric perspective—From issues surrounding score adjustments to reforms to the transition from high school to university —
- University entrance examinations from the perspective of examinees’ sense of fairness
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- Project Purpose
The Japanese Society of Educational Psychology holds public symposiums with the aim of promoting research on educational psychology and returning the results of this research to society.
Below is information about the 3rd public symposium in 2024. Anyone is welcome to attend, so please apply.
theme
Unravelling the issue of fairness in university entrance exams
–Approach from psychology and sociology–
Distribution period
Available on demand from September 1, 2024
Viewing application
plan
Japanese Society of Educational Psychology General Meeting Planning Committee
host
Tomohiro Miyamoto (Tohoku University)
Explanation of the project purpose
Tomokazu Haebaru (University of Tokyo) and Naoki Kuramoto (Tohoku University)
Topic provided
Fairness as a psychological construct
Yoichiro Hayashi (Keio University)
Takayasu Nakamura (University of Tokyo)
The fairness of university entrance examinations from a psychometric perspective
—From issues surrounding score adjustments to reforms to the transition from high school to university —
Naoki Kuramoto (Tohoku University)
University entrance examinations from the perspective of examinees’ sense of fairness
Nishigori Dai (Saga University)
designated discussion
Tomokazu Haebaru (University of Tokyo)
Project Purpose
The “fairness of university entrance examinations” has attracted public attention and been much discussed, including differences in the difficulty of elective subjects, quotas for women and regions, reasonable consideration for disabled applicants, differences in exam opportunities based on place of residence, and differences in learning experiences leading up to taking the exam. Even in the recent reform of the common test, there were discussions about whether it would be possible to make fair comparisons between different exams when introducing private English exams, and whether it would be possible to fairly grade a large number of answer sheets if essay-style questions were introduced.
University entrance examinations have become increasingly diversified in recent years, and as a result, the question of what a fair entrance examination should be is now more important than ever. In this context, this symposium will bring together researchers who have tackled the issue of fairness from the perspectives of social psychology and sociology, and we hope to use this opportunity to go back to the basics of what constitutes fairness and delve deeper into the issue, in order to consider how we can design future university entrance examinations.
