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 five essential elements of learning in the PYP: knowledge, concepts, skills, attitudes, and 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、「概念(Concepts)」、「知識(Knowledge)」、「スキル(Skills)」、「行動(Action)」、「姿勢(Attitudes)」というPYPの5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. Open-ended tasks, concept mapping, checklists related to prior learning, as well as quizzes and unit tests from previous units, are used to gather evidence of students’ understanding.
The information collected through diagnostic assessment is shared among the teachers involved in supporting the student and is used to inform and enhance the student’s learning.
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または、前単元における小テストや単元テストを活用します。そして、それは児童に関わる複数の教師で共有され児童の学習に生かされます。
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. In addition, students engage in written reflection and self-assessment, considering the extent to which they have developed the attributes of the IB Learner Profile and deepened their understanding of the central idea and related concepts.
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。教師は、児童のレポート、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。
また、児童は、IB学習者像に近づいたか、セントラルアイデアや特定概念への理解や気付き等について記述で振り返り自己評価を行います。
3.4 Assessment of the Exhibition
At Takuma Elementary School, the Exhibition is positioned as the culminating inquiry experience of the PYP and is conducted in Grade 6.Assessment of the Exhibition is carried out collaboratively by students’ homeroom teachers and mentors who support the inquiry process. As part of the summative assessment process, an Exhibition Presentation Day is held each February, during which students present both the outcomes of their inquiry and their learning journey.Assessment includes student self-assessment, peer assessment, assessment by homeroom teachers and mentors, and feedback from parents. Self-assessment, peer assessment, and teacher/mentor assessment are conducted using rubrics and written feedback. Parents provide written comments regarding students’ learning and growth.Assessment focuses not only on the quality of the final product but also on the inquiry process as a whole, including the development of questions, changes in understanding and behaviour, growth as a learner, and collaboration with others. In addition, growth in the IB Learner Profile attributes and Approaches to Learning (ATL) skills is also considered as part of the assessment.
3.4 エキシビションにおける評価
本校では、エキシビションをPYPにおける探究学習の集大成として位置付け、第6学年で実施します。エキシビションの評価は、児童の担任に加え、探究活動を支援する伴走者（メンター）が連携して行います。総括的評価の一環として、毎年2月に「エキシビション発表会」を開催し、児童がこれまでの探究の成果や学びの過程を発表します。評価にあたっては、児童による自己評価、児童同士の相互評価、担任およびメンターによる評価、保護者による評価を実施します。自己評価・相互評価・担任およびメンターによる評価では、ルーブリックを用いた評価と記述によるフィードバックを行います。保護者からは、児童の学びや成長に対するコメントによるフィードバックを受けます。また、評価においては探究の成果や完成度のみを重視するのではなく、問いを深める過程、行動の変容、学習者としての成長、他者との協働など、探究のプロセス全体を総合的に評価することを大切にします。あわせて、IB学習者像やATLスキルの成長についても評価の視点として位置付けます。
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。本校では、児童の学びを多面的に捉えるため、多様でバランスの取れた評価を行います。
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、ポートフォリオ、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. Particular emphasis is placed on rubric-based assessment for summative tasks. By ensuring that both students and teachers use shared assessment criteria, the school strives to maintain the objectivity, consistency, and reliability of assessment.
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。その際、特に総括課題においてはルーブリック評価を実施し、児童も教師も同じ基準をもって評価することで、客観性・信頼性の確保に努めます。
6.1 Academic Integrity and Assessment
At Takuma Elementary School, academic integrity is regarded as an essential aspect of assessment. Students are expected to distinguish between their own ideas and information obtained from other sources, acknowledge sources appropriately, follow citation conventions, and respect the intellectual property of others.
When assessing inquiry learning and summative tasks, teachers consider not only the final product but also the processes of gathering and using information, as well as students’ learning behaviours that demonstrate academic integrity.
Further details can be found in the Takuma Elementary School Academic Integrity Policy.
6.1 学問的誠実性と評価
本校では、評価を行う際に学問的誠実性を重視します。児童には、自分の考えと参考にした情報を区別して表現すること、適切に出典を示すこと、引用のルールを守ること、他者の知的財産を尊重することを求めます。
探究活動や総括課題の評価においては、成果物そのものだけでなく、情報の収集・活用の過程や学問的誠実性に基づいた学習態度についても確認します。詳細については、「詫間小学校 学問的誠実性ポリシー」に記されています。
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。
２０２６年３月３０日施行
２０２６年６月１０日一部改訂