AI 中文总结
本研究以东京大学2006-2026年大一新生问卷为数据，探究日本2025年大学入学共通考试引入「信息学I」的影响，发现该考试使学生判断信息掌握的标准发生转变。
AI 中文摘要
尽管近期中等教育的信息学课程与评估得到了密集发展，但该领域评估的影响尚未得到充分研究。由于信息学教育涵盖从计算机科学知识到信息通信技术（ICT）技能的多样化内容，需谨慎考量以防止评估扭曲教育。本研究以2025年日本大规模标准化高利害评估——大学入学共通考试中引入「信息学I」为例，探究其影响。本研究的数据来源为2006至2026年每年对东京大学所有大一新生开展的问卷调查，问卷询问学生对高中阶段学习和掌握的信息相关知识与技能的自我感知。利用这些数据，本研究对2013年课程改革、2022年课程改革及新入学考试的引入展开纵向研究，通过两组对比分离新入学考试的影响：一是2013年课程改革与2022年课程改革的对比；二是2025年入学学生中直接入学学生与间隔年学生的对比，二者遵循不同课程但参加同一新考试。本研究以反拨效应（washback effect）理论框架为视角解读这些差异，发现：（1）2013年课程改革未在学生感知中产生不连续性；（2）2025年新入学考试的引入产生了急剧变化，尤其体现在报告掌握计算机科学主题的学生比例上；（3）该变化过大，无法被解释为熟练度的提升，更应被理解为学生判断掌握情况的标准发生了转变。
英文摘要
Despite the recent intensive development of secondary education curricula and assessments in informatics, the impact of assessments has not been well studied in this field. Since informatics education covers a diverse range of content, from computer science knowledge to ICT skills, careful consideration is needed to prevent assessments from distorting education. This study investigates the impact of introducing ``Informatics I'' into the Common Test for University Admissions in Japan, as an example of a large-scale, standardized, high-stakes assessment in 2025. As the data source for this analysis, this study uses a questionnaire that has been administered every year from 2006 to 2026 to all first-year students at the University of Tokyo. The questionnaire asks students for their self-perceptions of the information-related knowledge and skills they studied and acquired in high school. Using these data, we conduct a longitudinal study of the 2013 curriculum reform, the 2022 reform, and the introduction of the new entrance examination. We attempt to isolate the impact of the entrance examination through two comparisons: between the 2013 curriculum reform and the 2022 reform; and between direct-entry and gap-year students among those entering in 2025, who followed different curricula but took the new examination. We use the theoretical framework of the washback effect as a lens for interpreting these differences. We found that (1) the 2013 curriculum reform produced no discontinuity in students' perceptions, whereas (2) the introduction of the new entrance examination in 2025 produced a sharp change, particularly in the proportion of students reporting acquisition of computer-science topics; and (3) this change is too large to be interpreted as a gain in proficiency, and is better understood as a shift in students' criteria for judging acquisition.
Commentsv2: Cited Yamaguch (2026) and compared with the present study; in addition, fixed mistakes, especially in references v3: Updated the 2026 data, part of which had been undelivered due to an incident
