評価ポリシー(Assesment Policy )
IB 評価の方針
1. Philosophy of Assessment
Assessment at our school is grounded in the philosophy of the International Baccalaureate (IB) Primary Years Programme (PYP) and is intended to support learning and promote the growth and progress of students through the collective efforts of learners, educators, and the wider learning community.
Assessment is understood as a process of collecting, documenting, analysing, and interpreting evidence of learning. It supports the four essential elements of learning in the PYP: the acquisition of knowledge, the development of conceptual understanding, the application of skills, and the ability to make informed decisions for action.
Furthermore, assessment serves as a means for learners to take responsibility for their own learning and to continuously improve the quality of that learning. It focuses not only on the outcomes of inquiry but also on the learning process itself, enabling educators and learners to understand students’ developing understanding, growth, and progress over time.
Assessment practices in the PYP are aligned with the requirements of the Japanese national curriculum. Evidence of learning collected through units of inquiry is used to inform subject-specific assessment and reporting, ensuring coherence while avoiding duplication.
1．評価に対する基本的な考え方
本校における評価は、国際バカロレア（IB）初等教育プログラム（PYP）の理念に基づき、学習者、教育者、および学習共同体全体が協働して学習を支援し、児童の成長と進歩を促進することを目的とします。
評価は、学びのエビデンスを収集・記録・分析・解釈するプロセスであり、「知識の習得」、「概念の理解」、「スキルの習得」、「行動の意思決定」というPYPの四つの基本要素を支えるものです。
また、評価は、学習者が自身の学びに責任をもち、学習の質を継続的に改善していくための手段でもあります。指導者と学習者は、探究の成果だけでなくその学習の過程にも注目し、時間を通して学習者の理解や成長、進歩を把握します。
PYPの評価は、日本の学習指導要領による評価と整合するように行われます。探究の単元で得られた学習の証拠を教科ごとの評価や通知に生かすことで、一貫性を確保しつつ、重複した評価を行わないようにしています。
2. Purposes of Assessment
Assessment is conducted for the following purposes:
･ To enable students to understand their current level of understanding and to use this information to feed forward into their future learning.
･ To make students’ growth and transformation over time visible, thereby supporting meaningful feedback and feedforward.
･ To enable teachers to monitor students’ learning, inform improvements in teaching practice, and evaluate the effectiveness of the programme.
･ To share information about students’ development and learning outcomes with
parents, and to strengthen partnerships between home and school.
2．評価の目的
評価は以下の目的をもって実施されます
・ 児童が自らの理解を把握し、学びにフィードフォワードさせる。
・ 児童の成長や変容の過程を可視化し、フィードバックやフィードフォワードを可能にす
る。
・ 教師が児童の学習状況を把握し、指導の改善・プログラムの有効性の確認につなげる。
・ 保護者に児童の発達や学びの成果を共有し、家庭との連携を図る。
3. Types and Approaches to Assessment
3．評価の種類と方法
3.1 Diagnostic Assessment
Diagnostic assessment is conducted at the beginning of learning to identify students’ prior knowledge, interests, and learning resources. It is used to inform the planning of teaching and learning. Open-ended tasks, concept mapping, and checklists related to prior learning are used to gather evidence of students’ understanding.
3.1 診断的評価
学習開始時に実施され、児童の既有知識や関心、学習リソースを把握する目的で行います。オープンエンド型の課題、マッピング、既習事項に関するチェックリストを活用します。
3.2 Formative Assessment
Formative assessment takes place throughout a unit of inquiry to monitor students’ learning progress and to adjust teaching and learning accordingly. It includes self-assessment and peer assessment, student–teacher conferences, documented observations of learning activities, and reflection tools such as reflection cards.
3.2 形成的評価
単元の途中において、児童の学びの進捗を確認し、指導や学習を調整するために実施します。セルフアセスメントやピアアセスメント、児童と教師の面談、活動の観察記録、振り返りカードなどを通じて行います。
3.3 Summative Assessment
Summative assessment is conducted at the end of a unit of inquiry to provide a comprehensive understanding of students’ learning. It focuses primarily on performance-based tasks, such as reports, presentations, products, posters, and speeches, and is used to qualitatively evaluate students’ understanding and application of learning.
3.3 総括的評価
単元終了時に、学びの成果を総合的に捉えるために実施します。レポート、プレゼンテーション、作品、ポスター、スピーチ等のパフォーマンス課題を中心に、質的に評価を行います。
4. Multiple and Balanced Assessment
As students demonstrate understanding in diverse ways, and individual differences influence how learning is expressed, it is essential to use a range of assessment strategies rather than relying on a single or limited method. At our school, assessment is designed to be multiple and balanced in order to capture students’ learning from various perspectives.
The assessment approaches adopted at our school include:
･ A combination of performance-based assessment and rubric-based evaluation
･ Achievement checks using short-answer and selected-response formats
･ Student self-assessment
･ Peer assessment among students
･ Dialogic assessment through student–teacher conferences
･ Anecdotal records based on observations of students’ actions and verbal contributions
･ Portfolio assessment through the ongoing collection and documentation of student work
4．多面的・多角的な評価の実施
児童の理解は多様であり、見え方にも個人差があるため、限定的な手法ではなく複数の評価手段を活用することが重要です。
本校で採用する具体的な評価手法：
・ パフォーマンス評価とルーブリック評価の組み合わせ
・ 短答形式・選択式を用いた到達度評価
・ 児童による自己評価（セルフアセスメント）
・ 児童間の相互評価（ピアアセスメント）
・ 児童と教師の面談による対話型評価
・ 行動・発言の記録に基づく事例記録
・ ポートフォリオ評価（成果物の継続的記録）
5. Reporting and Use of Assessment Information
Assessment information is reported through written reports, cumulative student records, and conferences between the homeroom teacher and parents. These reporting practices enable learners, parents, and teachers to share an understanding of learning and to use assessment information to support reflection and the setting of future learning goals.
5．評価結果の報告と活用
評価結果は、通知表、指導要録、担任と保護者による面談等を通じて報告され、学習者、保護者、教師が学びを共有し、今後の目標設定に活用します。
6. Ensuring Objectivity and Reliability
Assessment is conducted in ways that are fair, reliable, meaningful, and closely connected to learning. To ensure consistency and objectivity, teachers engage in collaborative moderation processes, during which assessment criteria are clarified, aligned, and shared among teaching staff.
6．客観性・信頼性の確保
評価は公正・信頼性・有用性・学習との関連性をもって行うべきであり、複数の教師による擦り合わせを実施し、評価規準の明確化・共有化を図ります。
7. Developing a Culture of Responsibility for Learning
Assessment provides an important opportunity to foster learner agency and responsibility for learning. The school promotes an assessment environment that supports self-understanding and reflection, enabling learners to articulate their learning, growth, and progress with confidence.
7．学びに責任をもつ評価文化の醸成
評価は学習者の主体性を育む重要な機会です。自己理解と振り返りを支える評価環境を整え、学習者が自らの成長を語れるようにします。
8. Review and Revision of the Policy
･ This policy is reviewed annually by teaching staff, and minor revisions are made as necessary.
･ Substantial revisions are conducted approximately every three years, incorporating the perspectives of students, parents, and the local community.
･ All revisions are informed by the most recent IB guidelines and the school’s context, and are shared with all staff members.
･ A record of all revisions is maintained to ensure transparency and accountability.
8. ポリシーの見直しと改訂
・ 本ポリシーは、毎年教職員による点検を行い、必要に応じて小規模な修正を加えます。
・ 大きな改訂は、概ね3年ごとに実施し、児童・保護者・地域の意見を取り入れながら見
直します。
・ 改訂はIBの最新ガイドラインや学校の実態を踏まえて行い、全教職員に共有します。
・ 改訂履歴は記録し、透明性を保ちます。
２０２６年３月３０日施行