Processing device, processing method, and processing program

Abstract

To smoothly recognize evaluation results of a questionnaire assessment that measures the realization state of learning.SOLUTION: A processing server 10 includes: a visualization information creation unit 135 configured to receive a display request for evaluation results of each student, which are divided into three categories of school education experience, growth, and school education results and the evaluation of a specific item related to at least one of the categories is quantified with reference to results of students' answers to a questionnaire survey that measures the realization state of learning, which can evaluate school education experience, learning ability and humanity, and school education results, and create control information for creating a visualization image that visualizes evaluation results at the granularity requested to be displayed using evaluation values and statistics of the evaluation values of students requested to be displayed among the evaluation results; and a visualization image display control unit 136 configured to cause a request source terminal device to display the visualization image based on the control information.SELECTED DRAWING: Figure 6

Description

[Technical field]

[0001] The present invention relates to a processing device, a processing method, and a processing program. [Background technology]

[0002] In the educational field, progress is being made in creating a digital environment through the realization of one device per student, the establishment of networks both inside and outside the school, and the introduction of digital teaching materials. [Prior art documents] [Patent documents]

[0003] [Patent Document 1] Patent No. 7009598 Summary of the Invention [Problem to be solved by the invention]

[0004] There is a desire for data-driven education to be realized in the field of education. However, currently, only the results of "academic achievement tests" and responses to "attitude surveys" are available, and there are no questionnaire surveys that have sufficient academic backing or educational positioning to objectively grasp children's qualities such as "non-cognitive abilities."

[0005] In recent years, Kazunori Tomono has proposed a questionnaire assessment based on the knowledge of educational philosophy to measure the state of achievement of independent, interactive, and deep learning. This questionnaire assessment is systematized based on the qualities, abilities, and learning activities required by the Course of Study (Ministry of Education, Culture, Sports, Science and Technology).

[0006] Through this questionnaire assessment, it is possible to quantitatively grasp the state of development of students' "non-cognitive abilities." Through this questionnaire assessment, teachers and school administrators can grasp and understand children's "non-cognitive abilities" based on an academic system, and can use the results to promote "proactive, interactive, and deep learning." In this way, the realization of data-driven education is being promoted by analyzing academically valuable data.

[0007] However, the results of questionnaire assessments are wide-ranging and complex, which has led to the problem that it takes time for teachers and school administrators to recognize the results of questionnaire assessments, deepen their understanding of students, and use them to improve learning instruction, educational activities, life guidance, educational activities, and school management.

[0008] The present invention has been made in consideration of the above, and aims to provide a processing device, processing method, and processing program that can smoothly recognize the evaluation results of a questionnaire assessment that measures the realization of learning. [Means for solving the problem]

[0009] In order to solve the above-mentioned problems and achieve the objective, the processing device of the present invention is characterized by having an acquisition unit that acquires evaluation results of each student based on the results of the student's responses to a questionnaire survey that measures the realization of learning, which survey makes it possible to evaluate school education experience, attitude toward learning and humanity, and school education results, and divides the results into three categories: school education experience, growth, and school education results, and quantifies the evaluation of specified items related to at least one of the categories; a creation unit that, upon receiving a request to display the evaluation results, creates control information for causing a visualization image to be created that visualizes the evaluation results at the granularity requested to be displayed, using the evaluation values ​​and statistical values ​​of the evaluation values ​​of the student requested to be displayed from among the evaluation results; and a display control unit that displays the visualization image on the requesting terminal device based on the control information. Effect of the Invention

[0010] According to the present invention, the evaluation results of a questionnaire assessment that measures the state of learning realization can be smoothly recognized. [Brief description of the drawings]

[0011] [Figure 1] FIG. 1 is a diagram showing a processing system according to the first embodiment. [Diagram 2]Figure 2 shows a diagram of the questionnaire assessment system. [Diagram 3] FIG. 3 shows an example of a question regarding school education experience. [Figure 4] FIG. 4 shows an example of questions regarding attitudes towards learning. [Diagram 5] FIG. 5 is a diagram showing an example of questions regarding personality. [Figure 6] FIG. 6 is a diagram illustrating an example of a configuration of the processing server illustrated in FIG. [Figure 7] FIG. 7 is a diagram illustrating an example of a data configuration of the registrant information. [Figure 8] FIG. 8 is a diagram showing an example of a data configuration of the evaluation target information. [Figure 9] FIG. 9 is a diagram illustrating an example of a data configuration of setting data in which a visualization target range is set. [Figure 10] FIG. 10 is a diagram showing an example of a data configuration of a creation rule including a type and a creation method of a visualized image. [Figure 11] FIG. 11 is a diagram showing an example of a screen image. [Figure 12] FIG. 12 is a diagram showing an example of a screen image. [Figure 13] FIG. 13 is a diagram showing an example of a screen image. [Figure 14] FIG. 14 is a diagram showing an example of a screen image. [Figure 15] FIG. 15 is a diagram showing an example of a screen image. [Figure 16] FIG. 16 is a diagram showing an example of a screen image. [Figure 17] FIG. 17 is a diagram showing an example of a screen image. [Figure 18] FIG. 18 is a diagram showing an example of a screen image. [Figure 19] FIG. 19 is a diagram showing an example of a screen image. [Figure 20] FIG. 20 is a sequence diagram illustrating an example of a processing procedure of the processing method according to the first embodiment. [Figure 21]FIG. 21 is a diagram illustrating an example of a configuration of a processing server according to the second embodiment. In FIG. [Figure 22] FIG. 22 is a diagram illustrating an example of a data configuration of a recommendation information table. [Figure 23] FIG. 23 is a diagram showing an example of a screen image on which recommendation information is superimposed. [Figure 24] FIG. 24 is a diagram showing an example of a screen image on which recommendation information is superimposed. [Diagram 25] FIG. 25 is a diagram showing an example of a screen image on which recommendation information is superimposed. [Figure 26] FIG. 26 is a diagram showing an example of a screen image on which recommendation information is superimposed. [Figure 27] FIG. 27 is a sequence diagram illustrating an example of a processing procedure of the processing method according to the second embodiment. [Figure 28] FIG. 28 is a diagram illustrating a computer that executes a program. DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

[0012] Hereinafter, embodiments of a processing device, a processing method, and a processing program according to the present application will be described in detail with reference to the drawings. Note that the processing device, the processing method, and the processing program according to the present application are not limited to the embodiments.

[0013] [Embodiment 1] First, a description will be given of embodiment 1. The processing system in embodiment 1 processes the evaluation results, which are quantified based on the answers of students to a questionnaire assessment, into a visualized image with the granularity required by teachers, school administrators, etc., thereby facilitating the recognition of the evaluation results of the questionnaire assessment by teachers, school administrators, etc.

[0014] For example, ScTN is a questionnaire assessment proposed by Kazunori Tomono to measure the state of realization of independent, interactive, and deep learning based on the knowledge of educational philosophy. This questionnaire assessment is systematized based on the qualities, abilities, and learning activities required by the Course of Study (Ministry of Education, Culture, Sports, Science and Technology).

[0015] By visually viewing the visualized images created by the processing system in the first embodiment, teachers, school administrators, etc. can recognize qualities such as students' independent, interactive, and deep learning experiences and achievements, and their "non-cognitive abilities" such as "attitudes of learning to learn" and "humanity." This allows teachers, school administrators, etc. to deepen their understanding of students and improve their learning guidance, life guidance, educational activities, and school management. In addition, the visualized images can be used by boards of education (school founders) when considering support for schools and the development of necessary conditions.

[0016] [Processing system] Fig. 1 is a diagram showing a processing system in embodiment 1. As shown in Fig. 1, the processing system 100 in embodiment 1 has an assessment server 20, a registrant terminal 30 (terminal device), and a processing server 10 (processing device). The assessment server 20 and the processing server 10 are connected to each other so that they can communicate with each other via a network or the like. The processing server 10 and the registrant terminal 30 are connected to each other so that they can communicate with each other via a network or the like.

[0017] The assessment server 20 collects the answers to the questionnaire assessment and creates an evaluation result for each student in which the evaluation of predetermined items in a predetermined system is quantified. The assessment server 20 transmits the created evaluation result for each student to the processing server 10.

[0018] 2 is a diagram showing the system diagram of the questionnaire assessment. The assessment server 20 acquires the evaluation results of each student based on the answers of the students to the questionnaire assessment, dividing them into three categories (see FIG. 2) of school education experience, growth, and school education results, and quantifying the evaluation of specific items in each category.

[0019] Figure 3 shows an example of questions about experiences of school education. The questions shown in Figure 3 are set to measure the realization of experiences of independent, interactive, and deep learning. For example, items such as "authentic learning," "inquiry learning," "individual learning," "collaborative learning," and "democratic school life" are set. Questions are set for each item.

[0020] For example, for "authentic learning," a question is set to quantify the learning embedded in the situation, such as "In class, we learn about everyday life and issues and topics in society." Then, answers are set such as "always," "mostly," "sometimes," "not very often," and "never." The assessment server 20 quantifies the evaluation of each student's "authentic learning" according to their answer to the question.

[0021] Figure 4 shows an example of questions about attitudes towards learning. The questions shown in Figure 4 are designed to measure the state of motivation for growth, attitudes towards proactively tackling learning, and attitudes towards interactively tackling learning.

[0022] Furthermore, the item "motivation to learn" is set for the willingness to grow, "self-regulation of learning" is set for the attitude of proactively tackling learning, and "mutual regulation of learning" is set for the attitude of interactively tackling learning. Questions are set for each item.

[0023] For example, for "motivation to learn", a question is set such as "What are some things you want to know, understand, or be able to do" in order to quantify intrinsic motivation. Then, answers such as "Very applicable", "Somewhat applicable", "Neither", "Somewhat not applicable", and "Not applicable at all" are set. The assessment server 20 quantifies the evaluation of "intrinsic motivation" among "motivation to learn" for each child or student according to the child's answer to the question.

[0024] Figure 5 is a diagram showing an example of questions about humanity. The questions shown in Figure 5 are questions designed to measure the situation regarding oneself (self-efficacy), relationships with people (acceptance of others, acceptance from others), and relationships with groups and society.

[0025] Furthermore, the items for things related to oneself are "self-efficacy" and "self-acceptance," for things related to relationships with others are "acceptance of others" and "acceptance from others," and for things related to relationships with groups and society, "collective efficacy." Questions are set for each item.

[0026] For example, for "self-efficacy", a question is set such as "I believe that I can do almost anything if I try hard" in order to quantify efficacy beliefs. The answers to this question are set as "Very true", "Somewhat true", "Can't say either way", "Somewhat not true", and "Not at all true". The assessment server 20 quantifies the evaluation of each student's "efficacy beliefs" in "self-efficacy" according to their answer to the question.

[0027] The registrant terminal 30 is an information processing device such as a notebook PC (Personal Computer) or a smart device such as a tablet. The registrant terminal 30 is a terminal used by a user who is registered as a teacher, a school administrator, or a school operator. In response to an operation by the user, the registrant terminal 30 requests the processing server 10 to display a visualized image of the evaluation result of the questionnaire assessment.

[0028] When the processing server 10 receives the evaluation results from the assessment server 20, it creates a visualized image of the evaluation results requested to be visualized from the registrant terminal 30, and displays the visualized image on the requesting registrant terminal 30. At this time, the processing server 10 creates control information for creating a visualized image that visualizes the evaluation results at the granularity requested to be displayed, using the evaluation values ​​and statistical values ​​of the evaluation values ​​of the students requested to be displayed, among the evaluation results obtained from the assessment server 20. Then, based on the created control information, the processing server 10 displays the visualized image on a terminal device used by a teacher, school administrator, etc.

[0029] [Processing Server] Next, a description will be given of the processing server 10. Fig. 6 is a diagram showing a schematic example of a configuration of the processing server 10 shown in Fig. 1. The processing server 10 has a communication unit 11, a storage unit 12, and a control unit 13.

[0030] The communication unit 11 is realized by a NIC (Network Interface Card) or the like, and controls communication between the control unit 13 and an external device via an electric communication line such as a LAN (Local Area Network) or the Internet. For example, the communication unit 11 controls communication with the assessment server 20 and communication with the registrant terminal 30.

[0031] The storage unit 12 stores data and programs necessary for various processes by the control unit 13. For example, the storage unit 12 is a semiconductor memory element such as a random access memory (RAM) or a flash memory, or a storage device such as a hard disk or an optical disk. The storage unit 12 stores registrant information 121, evaluation target information 122, an evaluation result group 123, and visualized image creation rules 124.

[0032] The registrant information 121 stores identification information of a user who uses the registrant terminal 30 in association with affiliation information and the like. FIG. 7 is a diagram showing an example of the data configuration of the registrant information 121. As shown in FIG. 7, the registrant information 121 has items such as identification information of each user (registrant), identification information of the local government to which the user belongs, identification information of the school to which the user belongs, job title, subjects taught, and identification information of the class in charge. In the case of registrant A1, it is registered that he is a manager of school C in local government B1. In addition, in the case of registrant A2, it is registered that he is a teacher in charge of mathematics at school C in local government B1 and the homeroom teacher of class 2B.

[0033] The evaluation target information 122 stores the identification information of the children and students to be evaluated in association with their affiliation information and the like. FIG. 8 is a diagram showing an example of the data configuration of the evaluation target information 122. As shown in FIG. 8, the evaluation target information 122 has items such as the identification information of each child and student, the identification information of the local government to which the child and student belongs, the identification information of the school to which the child and student belongs, the class, and the attendance number. For example, in the case of child and student H1, it is registered that he or she is in class 2B of school C in local government B1 and has attendance number 1. It should be noted that instead of the class and attendance number, an ID assigned to each child and student by the application provided by the processing server 10 may be registered.

[0034] The evaluation result group 123 includes the evaluation results of a plurality of students evaluated based on questionnaire assessments received from the assessment server 20. The evaluation result group 123 associates the identification information of the students with the evaluation results of the students.

[0035] The visualized image creation rules 124 are information indicating creation rules for control information created by the visualized information creation unit 135 in response to a display request for an evaluation result. The visualized image creation rules 124 include, for example, setting data that sets a visualization target range in accordance with the attributes and job title of a user who has made a visualization request, and creation rules including the type and creation method of a visualized image created for each of the above-mentioned systems.

[0036] Fig. 9 is a diagram showing an example of the data configuration of setting data in which the visualization target range is set. As shown in Fig. 9, the setting data in which the visualization target range is set has items such as the job title of the user who has requested the visualized image and the range of students to be visualized.

[0037] For example, if the user requesting the visualized image is a manager, the visualization target is set to be the students belonging to the managed school managed by this user. Also, if the user requesting the visualized image is a teacher, the visualization target is set to be the students in the class of which this user is the homeroom teacher. Note that nationwide or municipality-wide evaluation value statistics such as the national average or municipality average are set to be visualized regardless of the user's attributes.

[0038] Fig. 10 is a diagram showing an example of a data configuration of a creation rule including a type of a visualized image and a creation method thereof. As shown in Fig. 10, for example, the creation rule associates a screen name, a visualized image to be displayed on the screen, and a layout rule of the visualized image.

[0039] For example, the first screen image is an "Overview" screen that displays an overview of the evaluation results for students. In the first screen image, visualized images of the statistical values ​​of each item of school education experience, the statistical values ​​of each item of qualities and abilities, and the statistical values ​​of each item of school education results are arranged according to arrangement rule 1 in association with the item names.

[0040] Also, for example, the second screen image is a "School Education Experiences and Results" screen, which displays the evaluation results for multiple items related to the system of school education experiences and the system of school education results, among the evaluation results for children and students, divided into visualized images such as scatter plots, radar charts, and / or distribution maps.

[0041] In the second screen image, a first radar chart showing the trend of evaluation values ​​for each item of school education experience, a second radar chart showing the trend of evaluation values ​​for each item of school education outcomes, a first scatter plot showing each child's evaluation values ​​for the sense of fulfillment in school life and the sense of growth in classes and life, and a first distribution of responses to questions on the school education experiences and outcomes in the questionnaire assessment are arranged according to arrangement rule 2.

[0042] For example, the third screen image is a screen of "attitude to learn" in the system of human growth. The third screen image displays the evaluation results of a plurality of items related to the attitude to learn, among the evaluation results of students, in a visualized image of a scatter diagram, a radar chart, and / or a distribution map.

[0043] In the third screen image, a second scatter plot showing the evaluation values ​​of each item of the ability to regulate learning, a third scatter plot showing each student's evaluation values ​​for intrinsic motivation and extrinsic motivation in terms of motivation to learn, a third radar chart showing the tendency of the evaluation values ​​of each item regarding the learning strategies of self-regulation and mutual regulation, and a second distribution of responses to the questions regarding the ability to learn in the questionnaire assessment are arranged according to arrangement rule 3.

[0044] For example, the fourth screen image is a "humanity" screen in the system of human nature growth. The fourth screen image displays the evaluation results of a plurality of items related to humanity among the evaluation results of students, divided into visualized images such as a scatter diagram, a radar chart, and / or a distribution diagram.

[0045] In the fourth screen image, a fourth radar chart showing the tendency of the evaluation values ​​of each item regarding the four areas of human beings, a third distribution of responses to the question regarding the four areas of human beings in the questionnaire survey, a fourth scatter plot showing the evaluation values ​​of each item regarding oneself and relationships with others, and a third distribution of responses to the question regarding human growth in the questionnaire assessment are arranged according to arrangement rule 4.

[0046] The control unit 13 has an internal memory for storing programs that define various processing procedures and required data, and executes various processes using these. Here, the control unit 13 is an electronic circuit such as a CPU (Central Processing Unit) or an MPU (Micro Processing Unit), or an integrated circuit such as an ASIC (Application Specific Integrated Circuit) or an FPGA (Field Programmable Gate Array). The control unit 13 has an evaluation result acquisition unit 131, a display request acceptance unit 132, a registrant information acquisition unit 133, a visualization information acquisition unit 134, a visualization information creation unit 135, and a visualization image display control unit 136.

[0047] The evaluation result acquisition unit 131 receives the evaluation results of each child / student from the assessment server 20, thereby acquiring the evaluation results of each child / student, and stores them in the evaluation result group 123 of the storage unit 12. The evaluation results are categorized into three categories for each child / student: school education experience, growth, and school education results, and the evaluation of specific items in each category is quantified.

[0048] The display request receiving unit 132 receives a request to display the evaluation results from the registrant terminal 30. The registrant terminal 30 performs user registration, login, and a request to display the evaluation results of the students that the user is in charge of, for example, via a WebUI screen for displaying the evaluation of the questionnaire assessment of the processing system 100 that is opened in a Web browser.

[0049] The registrant information acquisition unit 133 acquires the identification information and attribute information of the registrant (user) who made the request to display the evaluation results. Specifically, the registrant information acquisition unit 133 acquires the identification information of the requesting user from the display request. Based on the identification information of the user who made the display request, the registrant information acquisition unit 133 acquires information on the local government, school, position, responsibilities, and class to which the user belongs from the registrant information 121.

[0050] The visualization information acquisition unit 134 acquires the evaluation value and the statistical value of the evaluation value of each child student who is the display target as the visualized image information required for creating the visualized image. Based on the identification information of the user who made the display request acquired by the registrant information acquisition unit 133, and the information of the local government, school, position, responsibilities, and homeroom class to which the user belongs, the visualization information acquisition unit 134 refers to the evaluation target information 122 and the setting data in Figures 9 and 10, and identifies the child students whose evaluation results can be viewed by this user.

[0051] For example, if the user is registrant A1, the children and students who can be viewed are all the children and students in school C in municipality B1. Also, if the user is registrant A1, the children and students who can be viewed are all the children and students in class 2B of school C in municipality B1. The visualization information acquisition unit 134 acquires the evaluation results of the children and students who can be viewed by the user from the evaluation result group 123. Then, the visualization information acquisition unit 134 calculates statistics of the evaluation values ​​of specified items based on the acquired evaluation values ​​of each item of the children and students. In this way, the visualization information acquisition unit 134 acquires statistics of the evaluation values ​​of the specified items.

[0052] The visualization information creation unit 135 creates control information (parameters) for creating a visualization image that visualizes the evaluation results at the granularity requested for display, using the evaluation values ​​and the statistical values ​​of the evaluation values ​​for each student acquired by the visualization information acquisition unit 134. The visualization information creation unit 135 creates the control information by referring to the visualization image creation rules 124.

[0053] Since the range of children and students to be visualized is set according to the attributes of the user who made the display request, the visualization information creation unit 135 creates control information that changes the display unit of the children and students and creates a visualized image according to the attributes of the user who made the display request.

[0054] For example, if the user is in charge of a class, the visualization information creation unit 135 creates control information for creating a visualization image that visualizes the evaluation results of students belonging to the class in which the user is in charge. If the user is a school manager, the visualization information creation unit 135 creates control information for creating a visualization image that visualizes the evaluation results of students belonging to a school under management. If the user belongs to an education board, the visualization information creation unit 135 creates control information for creating a visualization image that visualizes the statistics of the evaluation results of students belonging to a school in a municipality under the jurisdiction of the education board.

[0055] Then, the visualization information creating unit 135 creates control information for creating the first to fourth screen images as the visualized images.

[0056] The first screen image displays statistics of evaluation values ​​of predetermined items in the systems of school education experience, growth, and school education results. The second screen image displays the evaluation results of multiple items related to the system of school education experience and the system of school education results in a scatter diagram, radar chart, and / or distribution map. The third screen image displays the evaluation results of multiple items related to the attitude to learn in the system of growth in a scatter diagram, radar chart, and / or distribution map. The fourth screen image displays the evaluation results of multiple items related to humanity in the system of growth in a scatter diagram, radar chart, and / or distribution map.

[0057] The visualized image display control unit 136 causes the visualized image to be displayed on the registrant terminal 30 that has made the request, based on the control information created by the visualized information creation unit 135.

[0058] [Example of screen] Specifically, a description will be given of the first to fourth screen images displayed on the registrant terminal 30 based on the control information created by the visualization information creation unit 135. Figs. 11 to 19 are diagrams showing examples of screen images. The first to fourth screen images are displayed on the screen of the registrant terminal 30 based on the control information created by the visualization information creation unit 135.

[0059] [First screen image example] 11 shows an example of a first screen image M1. In the first screen image M1, the pages and operation columns of an application for displaying the evaluation results of students are displayed on the left side.

[0060] Area M1-1 of the first screen image M1 displays statistical evaluation values ​​for authentic learning, inquiry-based learning, individual learning, collaborative learning, and democratic school life regarding the school education experience.

[0061] In the area M1-2, statistical values ​​of the evaluation values ​​of the ability to learn and humanity in the growth system are displayed. In the area M1-2, statistical values ​​of the evaluation values ​​of abilities such as knowledge and skills are displayed.

[0062] Area M1-4 displays statistical evaluation values ​​related to the system of school education results, such as the sense of growth through classes, time spent growing through daily life, and the sense of fulfillment in school life.

[0063] On the first screen image M1, icons A-1 and A1-4 which can be transitioned to a second screen image, an icon A1-2 which can be transitioned to a third screen image, and an icon A1-3 which can be transitioned to a fourth screen image are displayed.

[0064] By checking the first screen image M1, the user can grasp the outline of the questionnaire assessment result. The user also interprets that "experience of school education" is the cause, and "attitude towards learning", "humanity", and "realization of the results of school education" are the results. Therefore, by checking the first screen image M1, the user can recognize the causal relationship between these. Note that the first screen image M1 is an example in which attitude towards learning and humanity are lumped together with "growth" and positioned as variables that mediate between experience and realization of results.

[0065] The processing server 10 displays the first screen image M1 for each class or school where the questionnaire assessment was conducted, allowing the user to improve lessons, class management, educational activities, and school management based on "attitude toward learning," "humanity," and "realization of the results of school education." In addition, the processing server 10 arranges the layout and configuration of the first screen image M1 to encourage behavioral improvement centered on reviewing causal experiences, and by expressing the difference in the evaluation value with a color, the user can easily focus on items with low evaluation values.

[0066] The layout of the first screen image M1 allows the user to quickly focus on the four learning perspectives and the four school life perspectives that are the causes of the ability to learn and humanity, as well as the realization of the results of school education, when improving lessons or classroom management, and to easily check the question item with the lowest perspective. For example, if real learning has the lowest value, the user can improve lessons while being conscious of the content of the question item, such as "In lessons, we learn about things in our daily lives and about issues and topics in society." By the user making such improvements, it is expected that the value of the realization of the results of school education will also improve.

[0067] [Example of second screen image] 12 and 13 show examples of second screen images M2U and M2T. The second screen image M2U is an upper image of the second screen image. The second screen image M2T is a lower image of the second screen image, and is displayed by scrolling the second screen image M2U, etc. The second screen image M2U is displayed by selecting the icons A-1 and A1-4 or the "School Education Experiences and Results" tab.

[0068] A first radar chart G2-1 is displayed in an area M2-1 of the second screen image M2U. The first radar chart G2-1 shows trends in evaluation values ​​of authentic learning, inquiry-based learning, individual learning, collaborative learning, and democratic school life regarding school education experiences.

[0069] In the area M2-2 of the second screen image M2U, the second radar chart G2-2 and the first scatter diagram G2-3 are displayed. The second radar chart G2-2 is an item related to the results of school education, and shows the evaluation value trends of the sense of fulfillment in school life and the sense of growth in classes and life. The first scatter diagram G2-3 is a scatter diagram showing the evaluation values ​​of each student for the sense of fulfillment in school life and the sense of growth in classes and life.

[0070] The first scatter plot G2-3 plots the evaluation values ​​of all students on a scatter plot, with the responses to the question about the sense of fulfillment in school life on the y-axis and the average of the responses to the two questions about the sense of growth in classes and daily life on the x-axis.

[0071] The second screen image M2T displays a first response distribution G2-4. The first response distribution G2-4 is a distribution of responses of students to questions about their experiences with school education and the results of school education in the questionnaire survey.

[0072] The questions regarding "experiences of school education" are interpreted as a report by multiple students belonging to a given class or school about the lessons and classroom management of the one or a small number of teachers in charge of that class, as well as the educational activities and school management situation centered around the principal who runs the school.

[0073] By visually checking the first radar chart G2-1, users can grasp the results for each class or school, rather than for each student, and teachers and principals can take concrete action to improve their behavior. By comparing issues that are difficult to recognize from the numerical evaluation value alone with the average for the local government or grade, users can relatively easily recognize issues that they need to address.

[0074] For example, even if an item has a high evaluation value when comparing different perspectives or question items within the class, if the evaluation value of the class is lower than the average evaluation value for the local government or grade, the user can consider the possibility that some kind of intervention is necessary.

[0075] The three questions regarding "perception of the results of school education" are based on the premise that even if students belong to the same class or school and experience the same lessons, classroom management, or educational activities or school management, their growth, perception of it, or sense of fulfillment in school life will differ from one student to another.

[0076] The first distribution of responses G2-4 allows the user to understand which aspects of the sense of fulfillment in school life and the sense of growth in classes and life have improved. The first scatter plot G2-3 also allows the user to understand the situation of each student.

[0077] For example, the user can understand that the students plotted in the third and fourth quadrants of the first scatter plot G2-3 may not be enjoying their school life, and the user can understand that the students plotted in the second quadrant of the first scatter plot G2-3 may be enjoying their school life but may not be feeling that they are growing.

[0078] In this way, the user can infer the worries or slumps that the student may be experiencing based on the plotted quadrant and the position within the quadrant of the first scatter plot G2-3.

[0079] [Third screen example] 14 to 16 exemplify the third screen images M3U, M3T-1, and M3T-2. The third screen image M3U is an upper image of the third screen image. The third screen images M3T-1 and M3T-2 are lower images of the third screen image, and are displayed by scrolling the third screen image M3U, etc. The third screen image M3U is displayed by selecting the icons A1-2 and A1-3 or the "Ability to Learn" tab.

[0080] A second scatter plot G3-1 is displayed in an area M3-1 of the third screen image M3U. The second scatter plot G3-1 is a scatter plot showing the evaluation values ​​of each student regarding the mutual regulation of learning and the self-regulation of learning in the regulation of learning, which are related to the ability to learn.

[0081] A third scatter plot G3-2 is displayed in an area M3-2 of the third screen image M3U. The third scatter plot G3-2 is a scatter plot showing the evaluation scores of each student for intrinsic motivation and extrinsic motivation in the motivation to learn.

[0082] The third radar charts G3-3 and G3-4 are displayed in the areas M3-3 and M3-4 of the third screen image M3U. The third radar charts G3-3 and G3-4 show the tendencies of foresight, execution, and reflection regarding the learning strategies of self-regulation and mutual regulation.

[0083] The third screen images M3T and M3T-2 display the second answer distribution of the question on attitudes towards learning from the questionnaire survey. The user can recognize the answer distribution of the question by checking the third screen images M3T and M3T-2.

[0084] The questions regarding "ability to adjust learning" are interpreted as indicating that it is important to understand each student's answer (situation) so that all students can enrich their individually optimal learning and collaborative learning in an integrated manner.

[0085] In the second scatter plot G3-1, the average value of the answers to "self-regulation of learning" is the x-coordinate, and the average value of the answers to "interactive regulation of learning" is the y-coordinate. In addition, in the second scatter plot G3-1, all students are plotted in a bubble chart, with the average answer to "persistence" of self-regulation and interactive regulation as the bubble size. By checking the plotted position and bubble size in the second scatter plot G3-1, users can consider the optimal guidance and support for each student.

[0086] For example, the user could hypothesize that students plotted in the third quadrant of the second scatter plot G3-1 may be prone to difficulty in learning, and teachers could take measures to encourage students to engage in independent, interactive, and deep learning, such as providing more conscious guidance and support.

[0087] For example, if a student gives himself / herself a high or low assessment of his / her adjustment ability or perseverance, the user can find out the cause by referring to the answers to the questions on "Learning Strategies (Self-regulation / Peer-regulation)" described below.

[0088] The questions about "motivation to learn" consist of two items: "intrinsic motivation" and "extrinsic motivation." With regard to "intrinsic motivation" and "extrinsic motivation," some students may have high levels of the former / latter, while others may have low levels of the latter / former. It is important to understand each student's motivation to learn by examining the relationship between the two.

[0089] Accordingly, in the third scatter diagram G3-2, the answers to extrinsic motivation and intrinsic motivation are plotted on the x-axis and y-axis, respectively, and all students are plotted on the third scatter diagram G3-2. By checking this third scatter diagram G3-2, users (e.g., teachers) can provide optimal guidance and support to each student.

[0090] For example, the user can recognize that children and students in the third quadrant of the third scatter plot G3-2 have low motivation to learn and need an opportunity to motivate them to learn or special efforts to increase their motivation, and can think of ways to achieve this.

[0091] The questions on "learning strategies (self-regulation and mutual regulation)" are based on the premise that the answers (situation) of each student have been grasped in the above-mentioned "ability to regulate learning."The questions on "learning strategies (self-regulation and mutual regulation)" are interpreted as being important to understand the extent to which the class / school as a whole group has a method for progressing with learning on their own in their own way.

[0092] In the third radar charts G3-3 and G3-4, the average answers for each of the strategies for self-regulation (strategies) and mutual regulation (strategies), i.e., "foresight," "execution," and "reflection," are calculated and displayed as a radar chart. By checking these third radar charts G3-3 and G3-4, teachers can consider which part of each strategy they should focus on when creating lessons.

[0093] For example, the user can visually check the third radar chart G3-3 and G3-4 for each class and consider how best to proceed with learning. If the reflection value is low, the user (e.g., teacher) can use the survey results in lesson design, such as consciously instructing students to carefully summarize and reflect on the content and methods they have learned and think about how they will use them in their next learning.

[0094] [Example of the fourth screen image] 17 to 19 exemplify the fourth screen images M4U, M4T-1, and M4T-2. The fourth screen image M4U is an upper image of the fourth screen image. The fourth screen images M4T-1 and M4T-2 are lower images of the third screen image, and are displayed by scrolling the third screen image M3U, etc. The third screen image M3U is displayed by selecting the icons A1-2 and A1-3 or the "Ability to Learn" tab.

[0095] In the area M4-1 of the fourth screen image M4U, a fourth radar chart G4-1 and a third response distribution G4-2 are displayed. The fourth radar chart G4-1 is a radar chart showing the tendency of each student's evaluation value for the four areas of human growth, namely, oneself, relationships with others, groups, the formation of society, and the realization of the sublime. The third response distribution G4-2 is the distribution of students' responses to questions about the four areas of human growth in the questionnaire survey.

[0096] A fourth scatter diagram G4-3 is displayed in an area M4-2 of the fourth screen image M4U. The fourth scatter diagram G4-3 is a scatter diagram showing each student's evaluation scores for feelings of acceptance towards and from others, self-efficacy, and self-acceptance regarding themselves and their relationships with others.

[0097] The fourth screen images M4T-1 and M4T-2 display the third distribution of answers to the question about human growth in the questionnaire survey. The user can recognize the distribution of answers to the questions by checking the fourth screen images M4T-1 and M4T-2.

[0098] The questions on "humanity" are based on the four areas stipulated in the moral education curriculum. The questions on "humanity" are interpreted as being primarily important for understanding the atmosphere of the class or school as a whole group, in order to contribute to class or school management or their improvement.

[0099] In the fourth radar chart G4-1, the average value of the answers for each of the four areas that make up humanity is calculated and displayed in a radar chart as summary information for the class / school. Furthermore, the third answer distribution G4-2, which cannot be determined from the average value of the group, is displayed together with the fourth radar chart G4-1 as the third answer distribution G4-2. By checking the fourth radar chart G4-1 and the third answer distribution G4-2, the user (for example, a teacher) can provide optimal individual guidance and support to each student.

[0100] Specifically, the user can visually check the fourth radar chart G4-1 and the third response distribution G4-2 for each class, and think about what he or she should keep in mind when managing the class.

[0101] For example, if the relationship with others is low, the user can increase the psychological safety of each student by having them think about how to communicate during collaborative learning and special activities in each subject class. Also, if the relationship with oneself or others is extremely low, the user can consider the possibility of the class collapsing, and discuss and take preventive measures in advance with the teacher in charge of the class, as well as the grade level and the school as a whole.

[0102] The position of a student in a group is also influenced by the relative positions of other students in the group. In the fourth scatter diagram G4-3, the answers to "about myself" and "relationships with others," which are the areas that make up human nature and have a particularly high contribution to the position in a group, are averaged, and the values ​​of all students are plotted on the x-axis and y-axis of the scatter diagram.

[0103] The user (for example, a teacher) checks the fourth scatter diagram G4-3 after grasping the tendency of the class / school group as a whole in the four areas of humanity mentioned above. This allows the user to grasp the position of each student in the group while considering their relative relationship with other students, and then provide individual optimal guidance and support.

[0104] Students plotted in the third quadrant of the fourth scatter diagram G4-3 are likely to be isolated in class and may become absent from school. The user can recognize that students plotted in the third quadrant of the fourth scatter diagram G4-3 are likely to be isolated and may become absent from school. The user can then consider measures such as consciously providing guidance and support to these students and encouraging them to connect with other students.

[0105] Moreover, children and students plotted in the fourth quadrant of the fourth scatter diagram G4-3 may be able to do many things on their own but may feel uncomfortable interacting with friends. Therefore, the user can provide support as needed to children and students plotted in the fourth quadrant of the fourth scatter diagram G4-3 by observing them in their actual daily life situations to see if they are becoming lone wolves.

[0106] [Processing method] FIG. 20 is a sequence diagram illustrating an example of a processing procedure of the processing method according to the first embodiment.

[0107] As shown in FIG. 20, the processing server 10 receives the evaluation results of each student transmitted from the assessment server 20 (step S1), and stores the evaluation results in the evaluation result group 123 in the storage unit 12 (step S2).

[0108] When the processing server 10 receives a display request from the registrant terminal 30 (step S3), it executes a control process for creating the visualized image for which the display request has been received.

[0109] Specifically, the processing server 10 acquires the identification information and attribute information of the requesting registrant (user) who made the request to display the evaluation results (step S4). In response to the display request, the processing server 10 acquires the evaluation values ​​and the statistical values ​​of the evaluation values ​​of each student to be displayed as visualized image information required for creating a visualized image (step S5).

[0110] The processing server 10 uses the acquired information for visualized image to perform calculations for visualization, and creates control information for creating a visualized image that visualizes the evaluation results at the granularity requested for display (step S6). The processing server 10 issues an instruction to display the visualized image based on the created control information (step S7), and causes the registrant terminal 30 to display the visualized image (step S8). The registrant terminal 30 creates a visualized image (e.g., in HTML format) based on the control information transmitted from the processing server 10, and displays an image such as a graph on the screen.

[0111] [Advantages of the first embodiment] In this way, the processing server 10 according to the first embodiment creates control information for processing the evaluation results, which are quantified based on the answers of the students to the questionnaire assessment that measures the realization of learning, into a visualized image with the granularity requested by the teacher, school administrator, etc. Then, based on the created control information, the processing server 10 causes the registrant terminal 30 used by the user, such as the teacher or school administrator, to display the first to fourth screen images, which are the visualized images.

[0112] By visually checking the first to fourth screen images, the user can smoothly recognize the evaluation results of the questionnaire assessment. Furthermore, by visually checking the first to fourth screen images, the user can consider optimal guidance and support for the class, school, and each individual student, as described above.

[0113] [Embodiment 2] Next, a description will be given of embodiment 2. In embodiment 2, recommendation information indicating actions that education-related personnel can take with respect to students according to evaluation values ​​of predetermined items is superimposed and displayed on the first to fourth screen images.

[0114] [Processing Server] The processing server 10 according to the embodiment 2 will be described. Fig. 21 is a diagram showing a schematic example of a configuration of the processing server according to the embodiment 2. The control unit 213 of the processing server 210 further includes a recommendation unit 2137 in comparison with the control unit 13 shown in Fig. 6. In addition, the storage unit 12 includes a recommendation information table 2126.

[0115] The recommendation information table 2126 (list of recommendation information) is a list of recommendation information indicating actions that education-related personnel can take for students according to the evaluation values ​​of specific items. Fig. 22 is a diagram showing an example of the data configuration of the recommendation information table 2126. As shown in Fig. 22, for example, it has tab identification information, visualized image identification information, area, recommendation content, and transition destination items.

[0116] For example, for students whose evaluation values ​​are plotted in the third quadrant of a scatter plot of learning adjustment ability on the "Ability to learn" tab (e.g., the second scatter plot G3-1), the recommendation information "call out to them when their hands stop moving" is associated with them.

[0117] In addition, for students whose evaluation values ​​are plotted in the third quadrant of the scatter plot of motivation to learn in the “Ability to learn” tab (for example, the third scatter plot G3-2), recommendation information such as “content with gamification elements” is associated with the URL address of the transition destination where content with gamification elements can be used.

[0118] When recommendation information is requested, the recommendation unit 2137 refers to the recommendation information table 2126, acquires recommendation information corresponding to the request, and transmits the acquired recommendation information to the registrant terminal 30 that has made the request.

[0119] Specifically, when a child or student who is a recommended target is included among the children or students for which a display request has been made, the recommendation unit 2137 superimposes recommendation information corresponding to the evaluation value of the corresponding child or student in the area of ​​the second to fourth screen images in which the evaluation value of the corresponding child or student is displayed.

[0120] For example, when the cursor is placed by a user operation on a display location of the evaluation value of a child or student who is a recommendation target among the second to fourth screen images, the recommendation unit 2137 superimposes and displays recommendation information according to the evaluation value of the corresponding child or student. Alternatively, when the cursor is placed on a display location of the evaluation value of a child or student who is a recommendation target among the second to fourth screen images, the recommendation unit 2137 may output the recommendation information according to the evaluation value of the corresponding child or student by voice from the registrant terminal 30.

[0121] [Recommendation example] Specifically, the recommendation by the recommendation unit 2137 will be described. In the following, an example will be described in which recommendation information according to the evaluation value of a student is superimposed on the first to fourth screen images in response to a cursor operation by a user operation. Fig. 23 to Fig. 26 are diagrams showing examples of screen images on which recommendation information is superimposed.

[0122] As shown in the first screen image M1 of FIG. 23, the recommendation unit 2137 displays, for example, information introducing recommended content for items with low values ​​among the items of school education experience.

[0123] Specifically, a case will be described where the value of "collaborative learning" is low and the cursor C1 is placed on "collaborative learning". In this case, the recommendation unit 2137 superimposes a recommendation image R1-1 in a balloon format describing "tasks that encourage collaborative learning" on the first screen image M1. When the user clicks on "tasks that encourage collaborative learning", the user can transition to a URL that provides tasks that encourage collaborative learning.

[0124] Furthermore, when the value of "democratic school life" is low, the recommendation unit 2137 recommends content such as social skills training.

[0125] As shown in the second screen image M2U of Figure 24, children whose evaluation values ​​are plotted in the first quadrant of the first scatter plot G2-3 regarding the results of school education may enjoy school life but may not feel that they are growing. In other words, children whose evaluation values ​​are plotted in the first quadrant of the first scatter plot G2-3 are children who do not feel that they are growing even though they study, and may be in a slump in their studies because the learning method does not suit them, etc.

[0126] Here, a case where the user places the cursor C2 on a student in the first quadrant of the first scatter plot G2-3 will be described. In this case, the recommendation unit 2137 superimposes recommendation information R2-1 indicating that the student is "at risk of a learning slump" on the second screen image M2U, and alerts the user.

[0127] 25, a case will be described in which the user places the cursor C3-1 on a student whose evaluation value is plotted in the third quadrant of the second scatter plot G3-1 on the ability to regulate learning. In this case, the recommendation unit 2137 superimposes recommendation information R3-1, which encourages the student to "call out when the student's hands stop moving" during study, on the second screen image M2U. As a result, the recommendation unit 2137 issues an alert to encourage the teacher to call out to the student.

[0128] In addition, as shown in Fig. 25, a student whose evaluation value is plotted in the third quadrant of the third scatter plot G3-2 regarding motivation to learn may have low motivation to learn. Here, a case where the user places cursor C3-2 on this student will be described.

[0129] In this case, the recommendation unit 2137 superimposes a recommendation image R3-2 describing "content with gamification element" on the third screen image M3U. When the user clicks on "content with gamification element", the user can transition to a URL that provides the content with gamification element.

[0130] 25, a case will be described in which the reflection value of the third radar chart G3-3 related to the learning strategy (self-regulation) is low and the cursor C3-3 is placed on "Reflection." In this case, the recommendation unit 2137 superimposes a recommendation image R3-3 showing a "learning plan sheet" for advancing learning on the third screen image M3U. When the user clicks on the "learning plan sheet," the user can transition to a URL that provides a learning plan sheet for advancing learning.

[0131] 26, a case will be described in which the value of relationships with others is low and the cursor C4-1 is placed on "relationships with others" in the fourth radar chart G4-1 related to the four areas of humanity. In this case, the recommendation unit 2137 superimposes a recommendation image R4-1 describing "contents for improving skills" for improving relationships with others on the fourth screen image M4U. When the user clicks on "contents for improving skills," the user can transition to a URL that provides content for improving skills such as social skill training and cognitive training.

[0132] 26, a case will be described in which the cursor C4-1 is placed on a child or student plotted in the third quadrant of the fourth scatter diagram G4-3 regarding the relationship between oneself and others. As described above, this child or student may become a school dropout. The recommendation unit 2137, in combination with other applications, superimposes recommendation information R4-2 indicating that the child or student is "at risk of becoming a school dropout" on the fourth screen image M4U. In this way, the recommendation unit 2137 alerts the teacher about the child or student who may become a school dropout.

[0133] [Processing method] FIG. 27 is a sequence diagram illustrating an example of a processing procedure of the processing method according to the second embodiment.

[0134] Steps S21 to S28 shown in Fig. 27 are the same processes as steps S1 to S8 in Fig. 20. A request for recommended information is transmitted from the registrant terminal 30 when the user places the cursor on a predetermined area of ​​the visualized image (step S29).

[0135] The processing server 210 refers to the recommendation information table 2126 and acquires the recommendation information corresponding to the request (step S30). The processing server 10 issues an instruction to display the acquired recommendation information (step S31), and causes the registrant terminal 30 to display the recommendation information (step S32).

[0136] [Effects of the second embodiment] In this way, the processing server 210 according to the second embodiment transmits recommendation information indicating possible actions that education-related personnel can take for children and students to the registrant terminal 30. By referring to this recommendation information, the user can quickly understand the optimal guidance and support for the children and students.

[0137] In the first and second embodiments, the processing server 10, 210 creates control information (parameters) for visualizing the first to fourth screen images, and the first to fourth screen images are created on the registrant terminal 30 side based on this control information. However, the processing server 10, 210 may create the first to fourth screen images and display them on the registrant terminal 30.

[0138] In addition to creating all of the control information for the second to fourth screen images, the processing servers 10 and 210 may also obtain the results of specified items related to at least one of the three systems of school education experience, growth, and school education results, and create control information for one or more of the second to fourth screen images according to the obtained evaluation results.

[0139] [System configuration, etc.] In addition, each component of each device shown in the figure is a functional concept, and does not necessarily have to be physically configured as shown in the figure. In other words, the specific form of distribution and integration of each device is not limited to that shown in the figure, and all or a part of it can be functionally or physically distributed and integrated in any unit according to various loads and usage conditions. Furthermore, each processing function performed by each device can be realized in whole or in part by a CPU or GPU and a program analyzed and executed by the CPU or GPU, or can be realized as hardware using wired logic.

[0140] Furthermore, among the processes described in this embodiment, all or part of the processes described as being performed automatically can be performed manually, or all or part of the processes described as being performed manually can be performed automatically by a known method. In addition, the information including the processing procedures, control procedures, specific names, various data and parameters shown in the above documents and drawings can be changed arbitrarily unless otherwise specified.

[0141] [program] Also, a program can be created in which the processes executed by the processing servers 10 and 210 described in the above embodiment are written in a language executable by a computer. For example, a program can be created in which the processes executed by the processing servers 10 and 210 in the above embodiment are written in a language executable by a computer. In this case, the same effects as those of the above embodiment can be obtained by having the computer execute the program. Furthermore, such a program can be recorded on a computer-readable recording medium, and the program recorded on the recording medium can be read and executed by a computer to realize the same processes as those of the above embodiment.

[0142] Fig. 28 is a diagram showing a computer that executes a program. As shown in Fig. 28, a computer 1000 includes, for example, a memory 1010, a CPU 1020, a hard disk drive interface 1030, a disk drive interface 1040, a serial port interface 1050, a video adapter 1060, and a network interface 1070, and these components are connected by a bus 1080.

[0143] The memory 1010 includes a ROM (Read Only Memory) 1011 and a RAM 1012, as exemplified in FIG. 28. The ROM 1011 stores a boot program such as a BIOS (Basic Input Output System). The hard disk drive interface 1030 is connected to a hard disk drive 1090, as exemplified in FIG. 28. The disk drive interface 1040 is connected to a disk drive 1100. A removable storage medium such as a magnetic disk or an optical disk is inserted into the disk drive 1100. The serial port interface 1050 is connected to a mouse 1110 and a keyboard 1120, for example. The video adapter 1060 is connected to a display 1130, for example.

[0144] 28, the hard disk drive 1090 stores, for example, an OS 1091, an application program 1092, a program module 1093, and program data 1094. That is, the above programs are stored in, for example, the hard disk drive 1090 as program modules in which instructions to be executed by the computer 1000 are written.

[0145] Moreover, the various data described in the above embodiment are stored as program data, for example, in the memory 1010 or the hard disk drive 1090. Then, the CPU 1020 reads out the program module 1093 and the program data 1094 stored in the memory 1010 or the hard disk drive 1090 into the RAM 1012 as necessary, and executes various processing procedures.

[0146] Note that the program module 1093 and program data 1094 relating to the program are not limited to being stored in the hard disk drive 1090, and may be stored in, for example, a removable storage medium and read by the CPU 1020 via a disk drive or the like. Alternatively, the program module 1093 and program data 1094 relating to the program may be stored in another computer connected via a network (such as a local area network (LAN) or wide area network (WAN)) and read by the CPU 1020 via the network interface 1070.

[0147] The above-described embodiments and their modifications are included in the technology disclosed in this application, as well as in the scope of the invention described in the claims and their equivalents. [Explanation of symbols]

[0148] 10,210 Processing Servers 11 Communications Department 12 Storage section 13 Control section 20 Assessment Server 30 Registered User Terminal 121 Registrant Information 122 Information on the person being assessed 123 Evaluation Results 124 Visualization Image Creation Rules 131 Evaluation result acquisition unit 132 Display request acceptance unit 133 Registrant Information Acquisition Department 134 Visualization information acquisition unit 135 Visualization information creation department 136 Visualized image display control unit 2126 Recommendation Information Table 2137 Recommendation Department

Claims

1. an acquisition unit that acquires an evaluation result of each student based on the answers to a questionnaire survey that measures the realization of learning, the questionnaire survey being capable of evaluating the experience of school education, the ability to learn and humanity, and the results of school education, and that divides the results into three categories, namely, the experience of school education, growth, and the results of school education, and quantifies the evaluation of a predetermined item related to at least one of the categories; a creation unit that, when receiving a display request for the evaluation results, creates control information for creating a visualized image that visualizes the evaluation results at the granularity requested for display, using the evaluation values ​​and statistical values ​​of the evaluation values ​​of the students requested for display among the evaluation results; a display control unit that causes the visualized image to be displayed on a requesting terminal device based on the control information; A processing device comprising:

2. The creation unit is a first screen image displaying statistics of evaluation values ​​of predetermined items in each of the systems of the school education experience, the growth, and the school education results; a second screen image displaying the evaluation results of a plurality of items related to the system of experiences of school education and the system of results of school education in a scatter diagram, a radar chart, and / or a distribution diagram; a third screen image displaying the assessment results of a plurality of items related to the attitude of learning to learn in the growth system in a scatter diagram, a radar chart, and / or a distribution diagram; a fourth screen image displaying the evaluation results of the plurality of items related to the humanity in the growth system in a scatter diagram, a radar chart, and / or a distribution diagram; 2. The processing device according to claim 1, wherein the processing device generates the control information for generating the control information.

3. 3. The processing device according to claim 2, wherein the creation unit creates the control information for creating the first screen image displaying icons that can be transitioned to the second screen image, the third screen image, and the fourth screen image, together with statistical values ​​of evaluation values ​​of authentic learning, inquiry-based learning, individual learning, cooperative learning, and democratic school life regarding the experience of school education, statistical values ​​of evaluation values ​​of the attitude toward learning and the humanity in the system of growth, and statistical values ​​of evaluation values ​​of a sense of growth through classes, time for growth through life, and a sense of fulfillment in school life regarding the system of outcomes of school education.

4. The processing device according to claim 2, characterized in that the creation unit creates the control information for creating the second screen image displaying a first radar chart showing trends in evaluation values ​​of authentic learning, inquiry-based learning, individual learning, collaborative learning, and democratic school life regarding the experience of school education, a second radar chart showing trends in evaluation values ​​of a sense of fulfillment in school life and a sense of growth in classes and life regarding the results of the school education, a first scatter plot showing each child's evaluation values ​​for the sense of fulfillment in school life and a sense of growth in classes and life, and a first distribution of responses to questions in the questionnaire survey regarding the experience of school education and the results of the school education.

5. 3. The processing device according to claim 2, wherein the creation unit creates the control information for creating the third screen image displaying a second scatter plot showing each student's evaluation values ​​for mutual regulation of learning and self-regulation of learning in the ability to regulate learning, which are related to the attitude of learning to learn, a third scatter plot showing each student's evaluation values ​​for intrinsic motivation and extrinsic motivation in the motivation to learn, a third radar chart showing tendencies of prediction, execution, and reflection regarding learning strategies of self-regulation and mutual regulation, and a second distribution of answers to questions regarding the attitude of learning to learn in the questionnaire survey.

6. 3. The processing device according to claim 2, wherein the creation unit creates the control information for causing the creation of the fourth screen image displaying a fourth radar chart showing a tendency of each child's evaluation scores for the four areas of human beings, namely, oneself, relationships with others, groups, formation of a society, and realization of the sublime, in the growth of humanity; a third distribution of answers to questions in the questionnaire regarding the four areas of human beings; a fourth scatter plot showing each child's evaluation scores for feelings of acceptance of and acceptance by others, self-efficacy, and self-acceptance, in relation to oneself and relationships with others; and a third distribution of answers to questions in the questionnaire regarding the growth of humanity.

7. The processing device according to claim 1 , wherein the creation unit creates the control information for creating the visualized image by changing a display unit for students in accordance with an attribute of a user who has made a display request.

8. 8. The processing device according to claim 7, wherein the creation unit creates the control information to create a visualized image that visualizes the evaluation results of students belonging to a class in which the user is the homeroom teacher of the user, a visualized image that visualizes the evaluation results of students belonging to a school that the user manages in which the user is a school administrator, and a visualized image that visualizes the evaluation results of students belonging to a school in a municipality under the jurisdiction of the board of education in which the user belongs.

9. A processing method executed by a processing device, comprising: A process of acquiring an evaluation result for each student, in which the evaluation of predetermined items related to at least one of the three categories of school education experience, growth, and school education outcome is quantified based on the answers of the students to a questionnaire survey that measures the realization of learning, and which makes it possible to evaluate the experience of school education, attitude toward learning and humanity, and the outcome of school education; a step of creating control information for creating a visualized image of the evaluation results at the granularity requested for display, using the evaluation values ​​and statistical values ​​of the evaluation values ​​of the students requested for display among the evaluation results, when a display request for the evaluation results is received; displaying the visualized image on a requesting terminal device based on the control information; A processing method comprising the steps of:

10. A step of acquiring an evaluation result for each student, in which the evaluation of predetermined items related to at least one of the three categories of school education experience, growth, and school education outcome is quantified based on the answers of the students to a questionnaire survey that measures the realization of learning, and which makes it possible to evaluate the experience of school education, attitude toward learning and humanity, and the outcome of school education; a step of creating control information for creating a visualized image that visualizes the evaluation results at the granularity requested to be displayed, using the evaluation values ​​and statistical values ​​of the evaluation values ​​of the students requested to be displayed among the evaluation results, when a display request for the evaluation results is received; displaying the visualized image on a requesting terminal device based on the control information; A processing program that causes a computer to execute the above.

Images