2020年4月1日
2021年4月1日

## Ⅱ Assessment Policy （評価方針）

### １　Philosophy of assessment　評価に関する考え方

Tokyo Gakugei University International Secondary School (TGUISS) believes that assessment is an integral part of teaching and learning; as such, assessment, teaching and learning go hand in hand and should be dealt with as a whole rather than as separate entities. We view assessment as a basis for students to reflect on their progress in learning as measured against course aims and objectives, as well as for teachers to reflect upon the quality of course design and instruction. Assessment is done for the sole purpose of enhancing learning for students and not for the purpose of reprimand, reward or ranking.
Policy, purpose and procedures of assessment at TGUISS are transparent to students, guardians and staff members to ensure fairness, accountability and to assure consistent quality.　In addition, periodical review of assessment policy will take place.

### ２　Purpose of assessment　評価の目的

The purpose of assessment is to enhance student learning.  Assessment should give timely feedback on teaching and learning to students, teachers, and student guardians. Integrity of teaching, learning and assessment will promote positive student attitudes towards learning as well as deep understanding of subject content. This facilitates connections with other subject content and further inquiry in real-world contexts. For this purpose, TGUISS uses a combination of formative assessment and summative assessment.
Formative assessment will be used throughout the course to promote understanding of content, development of skills and attitudes targeted in the course.  Summative assessment will be used through assessment tasks developed by teachers to evaluate students for the purpose of official grading.  Students are to develop understanding, skills and attitudes through appropriate formative assessment and no summative assessment will be used in the areas that had not been dealt with in formative assessment. In addition, TGUISS makes assessment of students’ achievement against aims and objectives in the course and does not make assessment of students’ achievement against achievement of other students.  Assessment is criterion-referenced, and the nature of assessment is explained fully to students and guardians.

### ３　Assessment procedures　評価の方法について

All students are expected to hand in completed tasks in a timely manner, as this is indispensable for prompt teacher assessment and feedback. In cases of late submissions or no submissions, teachers are to make every effort to enable students to complete the work, giving them support sessions after school if necessary.
In the case of prolonged truancy and special-needs students, a consultation is held among teachers in academic affairs with the student guidance department, grade-level heads and student guardians to consider the best course of action. Teachers must assign a zero for one or more criteria in any given subject for students with no completed tasks submitted.
TGUISS emphasizes both learning outcomes and the learning process. Assessment at TGUISS will flow in the following manner.

DP生の課題締め切り一覧は、TGUISS IBDP Assessment Calendarとして掲載されています。これらの課題の中には、DPコーディネーターが取りまとめ直接IBに送られるものがあります。校内の締め切りとIB本部の締め切りが異なる場合がありますが、校内締め切りに遅れた場合IB本部には提出しません。期日を厳守しないことは、校内の成績だけでなくDPの最終成績にも影響を与えることを生徒は理解するべきです。

#### A. Assessment schedule is determined at the beginning of the term/year.

Teachers are to study class objectives carefully to determine the assessment schedule. Summative assessments for each criterion will be considered first by contemplating the performance evidence teachers would like to collect to identify if students have actually gained ability such as knowledge, skills and attitudes targeted. After summative assessment schedule is determined, formative assessments will be planned to support students to be able to demonstrate ability in summative assessments. Therefore, we use various formative and summative assessment strategies. Alongside traditional student observation, research projects, individual and group presentations and written examinations, we employ process journals and differentiated assessment tasks, including performances and other alternative products.

#### B. Assessments are given to students with rubrics.

Assessment tasks are provided with rubrics.  Students should know what efforts in what direction is required to successfully complete the tasks. Therefore, students before submitting their tasks would be able to self-assess their achievement levels.  This self-assessment skill will enable students to become lifelong learners.

#### C. Criterion achievement level is determined using professional judgment best-fit approach.

Two tasks or more should be given to students to determine any criterion achievement level.  When determining criterion achievement level, best-fit approach using criterion descriptors should be used rather than calculating by average.
Grade on scale of 7 is determined by achievement level total.

#### C. 各観点の到達度は教師の専門職としての判断「ベストフィット」を用いて決定されます

MYPでは生徒の学年末の観点評価を決定するため、教員は各観点のストランドにつき2つ以上の課題を実施する必要があります。また、各観点の評価を決定する際、複数の課題の評価の平均を算出するのではなく、観点別「レベルの説明」を使用し生徒に対して最も適切な点数をつけます。7段階評価は観点の合計から換算表を用いて決定します。

#### D. IB grades are determined on a scale of 7 using grade boundaries.

MYP Grade boundary given on MYP Coordinators’ Guide and DP grade boundary set by DP teachers should be used to determine IB grades on a scale of 7, 7 being the highest.

#### D. IBの成績は、換算表をもとに７段階評価を行います

MYP7段階の成績は、MYP Coordinator’s Guideに示されている換算表を用いて行います。DPの7段階の成績は、DP教員が作成した換算表を用います。

TGUISS bases its assessment on two systems:
1) IB assessment is a criterion-related assessment. A set of subject objectives and modified or published MYP criteria for each subject group and DP criteria set by TGUISS is given and explained to the students at the beginning of each school year and reinforced on an ongoing basis. These are included as well in an information packet given to guardians each year and are available for any stakeholder who may request them.
2) The National assessment is stipulated by Japan’s Ministry of Education, Culture, Sports, Science and Technology (MEXT). MEXT assessment is an objective-conformed absolute assessment utilizing various methods. The nature of assessment in both systems is similar in the sense that:

• both are not norm-referenced but criterion-based
• final grade is based on criteria
• both are assessed internally by certified teachers, and
• both provide accountability to students and guardians that leads to educational improvements.

(1)　IBの評価は観点別評価です。MYPの観点は各教科により異なりますが、到達目標に関連した観点が使用されています。DPの観点は、科目の規定やカリキュラムを注意深く検討後本校独自に設定されたもので年度初めに生徒に周知されます。これらの情報は毎年度当初に保護者に配布される資料にも含まれています。
(2)　日本の文部科学省による学習指導要領に基づく評価は、様々な手段を利用した客観的な評価規準をもつ絶対評価です。

• どちらも規準準拠（相対的評価）ではなく、観点別評価である
• どちらも観点に基づいて最終成績が決定される
• どちらも教員が、校内で評価を行う
• どちらも教員は生徒と保護者への説明責任を持ち、生徒の学びを促進する

### ５　Reporting of grades　成績の通知

All final assessment results are securely kept in the school database by the school’s academic affairs department, as well as in the form of students’ cumulative file, in accordance with MEXT policy.
We regularly review school assessment quality to improve our teaching toward enhancing student learning. Individual teachers, using the MYP and DP Unit Planner, review their assessment as an integral part of their planning for teaching and learning. TGUISS periodically holds meetings on assessment to review subject-specific vertical planning, internal standardization and alignment to the MYP guidelines and to facilitate whole-school horizontal planning and brainstorming for interdisciplinary units of work. In addition, non-MYP subjects—DP courses and non-IB courses—are assessed according to criterion-related performance assessment instruments, thus promoting continuity in terms of assessment policy across all years of education at TGUISS.
すべての生徒の最終評価は、文部科学省の方針に基づき本校の教務部により学校のデータベースと記録ファイルに保存されています。