Kurihara Gakuen Group – Beyondia International School Ikebukuro<\/p>\n
Assessment Policy Summary<\/strong><\/p>\n 1. Assessment Philosophy Policy Review 4. Assessment Dissemination 6. References Policy Review 6. References
\n– 1.1 School Mission: Cultivate creative human capital capable of global thinking and action.
\n– 1.2 Definition of Terms:
\n– Assessment: Evaluation of knowledge, skills, attitudes, and beliefs.
\n– Formative Assessment: Feedback to enhance learning.
\n– Summative Assessment: Evaluation at the end of a learning period.
\n– 1.3 Rationale: Focus on stress-free learning with formative and summative assessments to foster lifelong learning.
\n– 1.4 Effective Assessment: Improves student and teacher learning by involving the entire learning community.
\n2. Assessment Domains
\n– 2.1 Formative Assessment: Ongoing feedback to close knowledge gaps and foster
\nself-assessment.
\n– 2.2 Summative Assessment: Evaluation of learning achievements at the end of a unit or
\nterm.
\n3. Assessment Practices (How and What We Assess)
\n– 3.1 Assessment Methods:
\n– Observations: Informal and formal observations of student understanding.
\n– Self-assessment and Evaluation: Encourages students to assess their learning and set goals.
\n– Group Activities: Assessment of collaboration and problem-solving within groups.
\n– Inquiry-based Research: Focuses on critical thinking, research skills, and evaluation.
\n– Presentations: Assessment through various formats like verbal, written, or multimedia
\npresentations.
\n– 3.2 Assessment Tools:
\n– Checklists: Used to track specific task performance and progress.
\n– Anecdotal Records: Teacher notes used in progress reports.
\n– Test\/Exam Results: Includes JET and Cambridge exams for certain grades.<\/p>\n
\nThis policy is a working document and, as such, will be reviewed by the PLT and academic staff annually.<\/p>\n
\n– 4.1 Open Day: Bi-annual event for parents to observe student progress and classroom
\nroutines.
\n– 4.2 Student Portfolios: Tracks student progress over time through projects and online
\nplatforms.
\n– 4.3 Class Dojo Reports: Daily online updates on student learning and behaviour, using the IB
\nLearner Profile traits.
\n– 4.4 Parent-Teacher Conferences: Held twice a year to discuss student progress, concerns,
\nand parental roles in learning.
\n5. Appendix
\n– 5.1 Report Card Level Descriptor: Criteria for assessing student achievement.
\n– 5.2 Class Dojo Behavior Report: Details on student behavior using Class Dojo points
\nsystem.<\/p>\n
\n– Marzano, Robert J. (2006)
\n– Roediger III, Putnam & Smith (2011)<\/p>\n
\nThis policy is a working document and, as such, will be reviewed by the PLT and academic staff annually.<\/p>\n
\nMarzano, Robert J. Classroom assessment & grading that work. ASCD, 2006.
\nRoediger III, H.L., Putnam, A.L. and Smith, M.A., 2011. Ten benefits of testing and their
\napplications to educational practice. Psychology of learning and motivation, 55, pp.1-36.<\/p>\n