Kids Tairiku Yokohama Nakagawa-en
Primary Years Program Assessment Policy■ Mission Statement- We are dedicated to developing internationally minded citizens who value politeness, andshow understanding and respect to both others and themselves.
- Through sports-based education, we are committed to developing children who can think,understand, and inquire, by themselves.
- We aim to foster an environment that will encourage children to grow into adults that willcontribute to the development of the international community, as well as the happiness ofmankind.

■ Our Understanding of Assessments
We understand assessments as follows:・Means to promote children's understanding and learning in each unit and to improve
the ways we take to communicate with children.
・Means to review the inquiry-based programs and the classroom management
methods adopted by the school and teachers.
・Means to share records of progress with the children themselves, parents, school andteachers.
For programs and more, we assess each child from multifaceted and also unified
perspectives based on the PYP principles. We believe that the process is as important as
the results generated in daily activities. We provide each child with feedback based on
multifaceted assessments to help them learn and grow.
Assessments are also used to improve and reinforce the educational programs
implemented by each teacher. Teachers review the inquiry-based activities and ways tocommunicate with children using on these assessments, which helps improve the teachers'skills.
Therefore, our assessments are different from those designed to evaluate the level ofunderstanding and skills acquired by children, which is often associated with the term.
■ Purpose of Assessments
・To record and report the changes and progress of children throughout the educationalprograms.
・To continue to improve the overall educational programs at school.
－ To evaluate the effectiveness of educational programs at school.
－ To record and report the self-assessments and reviews by teachers.
■ Evaluators
・Teachers:
Through daily observations, communication with children, interviews, andchildren’s work (such as art and worksheets), teachers assess how children
engage with each unit and daily activities.
・Parents:
The progress and behavioral changes of children can be observed on a varietyof occasions. Teachers/the school call for parents to share any changes

observed at home with the teachers.
・Children:Children review and assess their own learning progress based on individual
work, pair work and group work during inquiry-based activities. (Children makeself-assessments and mutual assessments.)■ Assessment Viewpoints
Teachers assess the results and processes of inquiry-based activities (including whatchildren have said in the classroom and their conversations) through the following items
listed under the four units covered in one year.
・Central ideas
Each unit is designed around a central idea, which is universal knowledge that weencourage children to learn through inquiry-based activities. We provide a variety ofplay-based learning opportunities, building on prior knowledge and relatable examples
to allow children to acquire knowledge through inquiry-based activities.
・Concepts
Each unit stipulates key concepts that we encourage children to learn throughinquiry-based activities, which are reflected in the educational programs, and measure
the children's level of understanding to help them fully learn key concepts.
・Learner profile
To develop international-mindedness, each unit stipulates a learner profile embraced
by International Baccalaureate (IB). We assess whether children understand thelearner profile in accordance with their age and development, and whether they makeefforts to achieve it.
・Methods of study (Acquisition of skills stipulated by IB)
Methods of study that enable children to learn actively are listed separately under thefive types of skills. These tend to be more specific compared to other items. For moredetails, see pages 23 to 27 of the document published by International Baccalaureate"Making the PYP Happen: A curriculum framework for international primary education."・Acquisition of skills (Five Areas of Education included in the Childcare Guidelines atNursery Schools)
We have developed annual curriculums for the Five Areas of Education (health,relationships, environment, language, and expression) included in Japan's Childcare
Guidelines at Nursery Schools. In these annual curriculums, we follow the PYP
framework to promote children's acquisition of skills (such as using stationery andlearning the concept of numbers).
・ActionWe observe children during inquiry-based activities and other activities at school frommultifaceted and also unified perspectives. Children’s behavioral changes areassessed as records of progress.
When we see behavioral changes and development at school in terms of the learnerprofile stipulated in each unit, we assess them as a record of progress.

■ Types of Assessments
・ Summative assessments
Summative assessments are made toward the end of each unit. They include theknowledge and skills that children have acquired through inquiry-based learning, andthings that they have begun to understand more deeply. Teachers also record points to
be developed or modified in future units.

・ Formative assessments
Formative assessments are made prior to or during each unit. They check children's
previous knowledge and consider ways for teachers to communicate with children witha view to facilitating their understanding and enabling them to acquire knowledge andskills during inquiry-based activities.
■ Methods of Assessment Reporting (Recording)・Portfolio
A portfolio is a file that contains works of art and worksheets that children produced, as
well as records that detail the changes in opinions and behavior observed duringinquiry-based activities and other activities at school. Each year, we create a portfolio
for each child, which will be kept at school during the year, and given to the parents at
the end of the year.
・Multifaceted assessments and tools
Teachers assess children in a variety of ways according to their individualdevelopment. For more details on the tools used during the processes, see pages 51
to 71 of the document published by International Baccalaureate "Making the PYP
Happen: A curriculum framework for international primary education."*"Making the PYP Happen: A curriculum framework for international primary education" canbe downloaded from the following URL:
http://www.ibo.org/about-the-ib/the-ib-by-region/ib-asia-pacific/information-for-schools-in-japan/