TOKYO WEST INTERNATIONAL SCHOOLTWIS Assessment PolicynAssessment Philosophy

Tokyo West International School (TWIS) aims to provide each student with a balanced programme thatwill help him/her acquire knowledge and skills necessary to prepare for balanced future learning.
Students are given the opportunity to develop higher-order thinking skills in various disciplines and toincrease the depth of their awareness of local and global issues.
nPurposes of Assessment

The IB believes that assessment is integral to all teaching – learning processes and should support the
principles of the PYP through the encouragement of best practice.
Assessment in the PYP aims to:
1. Support and encourage student learning by providing feedback on the learning process;2. Inform, enhance and improve the teaching process;3. Promote positive student attitudes towards learning;
4. Promotes a deep understanding of subject content by supporting students in their inquiries set
in real-world contexts using the areas of interaction;
5. Promote the development of higher-order cognitive skills by providing rigorous final objectives
that value these skills;
6. Reflects the international mindedness of the programme by allowing for assessments to besent in a variety of cultural and linguistic contexts;
7. Support the holistic nature of the programme by including in its model principles that takeaccount of the development of the whole student.
nAssessment at TWISTokyo West International School believes that assessment is an integral part of education. Assessments
are designed to expand a better understanding of what students have learned in school in order toimprove their understanding as well as provide evaluation of the learning process and also to measure
the educational program of the school.
Guided by the IB Philosophy of curriculum and assessment alignment, as well as the aims and objectivesof the Primary Years Program, TWIS provides a balanced program of instruction. Teachers design
assessment tasks, strategies, and tools through discussion and collaboration. Also, our assessment
practices promote not only teacher but student reflection as well, allowing students to assess theirlearning progress, holistic development, broader critical-thinking and self-assessment skills.
Forms of assessmentn

Formative Assessment
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TOKYO WEST INTERNATIONAL SCHOOL
The purpose of formative assessment is to provide feedback to the teacher for them to monitor the levelof learning and at the same time the teacher can improve the instructions. Formative assessment is anassessment done inside the classroom and there are different strategies including; daily and weekly
quizzes, self – reflection, laboratory experiments, dramatization, debate, reporting, projects, and writing
journals.
nSummative Assessment

The purpose of summative assessment is to measure a student's mastery of the content, knowledge
and skills that they acquired from a unit. Summative assessment is given twice every semester. It is
known as midterm and final examination. Aside from the two major assessments the teacher can also
include performance–based assessment and research–based assessment.
Examples of the different types of assessment:
Formative Assessment

Summative Assessment

Anecdotal Records

Performance Tasks/ProjectDiscussions

Presentations

Journal Report

DebatesInterview Report

Examination/Quizzes

Role Play
Peer Assessment
Self-Assessment and Reflection

Tokyo West International School
185Umetsubo-machi, Hachioji-city, Tokyo 192-0013 TEL:042-691-1441/FAX:042-691-1442
Website:www.tokyowest.jp

TOKYO WEST INTERNATIONAL SCHOOLRECORDING AND REPORTING OF STUDENT ACHIEVEMENTn

Recording of Student Achievement

TWIS teachers use a range of methods and approaches to gather information about a student's
understanding and application. They record this information using a variety of tools.
Assessment Strategies and Tools
Assessment
Strategies

Assessment Tools
Rubrics

Exemplars

Checklists

Anecdotal

Continuums

Records
Observations✔

Performanceassessments

✔

✔
✔

✔

✔

✔

✔

✔

✔

✔

✔

Process
focused✔

✔

assessment
Open-ended
tasks
n

✔

✔

Assessment Strategies
Observations

All students are observed often and regularly, with the teacher taking a
focus varying from wide angle (for example, focusing on the whole class)to close up (for example, focusing on one student or one activity), andfrom nonparticipant (observing from without) to participant (observing
from within).

Performance

The assessment of goal-directed tasks with established criteria. They

assessments

provide authentic and significant challenges and problems. In these tasks,
there are numerous approaches to the problem and rarely only one
correct response. They are usually multimodal and require the use ofmany skills. Audio, video and narrative records are often useful for thiskind of assessment.

Tokyo West International School
185Umetsubo-machi, Hachioji-city, Tokyo 192-0013 TEL:042-691-1441/FAX:042-691-1442
Website:www.tokyowest.jp

TOKYO WEST INTERNATIONAL SCHOOL
Process – focused
assessments

Students are observed often and regularly, and the observations arerecorded by noting the typical as well as non-typical behaviors, collecting
multiple observations to enhance reliability, and synthesizing evidence
from different contexts to increase validity. A system of note taking, andrecord keeping is created that minimizes writing and recording time.
Checklists, inventories and narrative descriptions (such as learning logs)
are common methods of collecting observations.

Open-ended tasks

Situations in which students are presented with a stimulus and asked tocommunicate an original response. The answer might be a brief written
answer, a drawing, a diagram or a solution. The work, with the assessment
criteria attached, could be included in a portfolio.

nAssessment Tools
Rubrics

An established set of criteria for rating students in all areas.

The

descriptors tell the assessor what characteristics or signs to look for instudents’ work and then how to rate that work on a predetermined scale.
Rubrics can be developed by students as well as by teachers.
Exemplars

Samples of students’ work that serve as concrete standards against which
other samples are judged. Generally, there is one benchmark for eachachievement level in a scoring rubric. Each school is encouraged to set
benchmarks that are appropriate and usable within their particular school
context.

n

Checklists

These are lists of information, data, attributes or elements that should bepresent. A mark scheme is a type of checklist.

Anecdotal records

Anecdotal records are brief written notes based on observations ofstudents. “Learning stories” are focused, extended observations that canbe analyzed later. These records need to be systematically compiled andorganized.

Documentation

All teachers are responsible for documenting the assessment process. Students are made aware of theassessment requirements and expectations for all assessment tasks. Assessment documentation
should be available upon request to students and parents to ensure a transparent and comprehensive
assessment process.

Tokyo West International School
185Umetsubo-machi, Hachioji-city, Tokyo 192-0013 TEL:042-691-1441/FAX:042-691-1442
Website:www.tokyowest.jp

TOKYO WEST INTERNATIONAL SCHOOLn

Reporting of Student Achievement

Reporting on assessment is about communicating what students know, understand and can do. It
describes the progress of the students’ learning, identifies areas for growth, and contributes to the efficacyof the programme. Assessment without feedback is merely judgment; feedback is the component ofassessment that lets us interpret the judgment and improve our work.
Reporting to parents, students, and teachers occurs through:● Conferences (Parent-Teacher Conference, 3-way Conference, and Student Led)
● The Portfolio● The Exhibition● Report Cards
n Conferences
The purpose of conferences is to share information between teachers, students and parents. These
conferences may take a formal or informal structure.
n

Parent – Teacher Conference

Parent – teacher conference is designed to give the parents information about the student’s progress
and needs to improve in relation to the school’s program. This is the opportunity for teachers to gather
background information, to answer parents’ questions, to address their concerns, and to help define theirrole in the learning process.
n

Three – Way Conference

Three – way conferences involve the student, parents, and teacher. Students discuss their learning andunderstanding with their parents and teacher, who are responsible for supporting them through thisprocess. Students are responsible for reflecting upon work samples they have chosen to share, thathave been previously selected with guidance and support from the teacher and could be from thestudent’s portfolio. The student, parents, and teacher collaborate to establish and identify the student’s
strength and areas for improvement. This may lead to the setting of new goals, with all determining how
they can support the achievement of the goals. The teacher is an integral part of the process and takes
notes of the discussion. These notes may then be used in the written report. All of the participants must
understand the format and their roles prior to the conference.
nStudent-led ConferenceStudents are taking more responsibility as their own part in the learning process. In this conference thestudents and their parents are involved. With the guidance of the teacher, the students choose samples
of work they want to present. They facilitate the conference, demonstrate several activities in theclassroom, and explain these to their parents. Learners identify their strengths and areas for
improvement. They reflect on their works and learning which enable the parents to gain a better insighton the output and process of learning that their children are getting into. The students may chooseto speak in English or in their mother tongue. This conference also offers a venue for parent-learner’s
discussion.
Tokyo West International School
185Umetsubo-machi, Hachioji-city, Tokyo 192-0013 TEL:042-691-1441/FAX:042-691-1442
Website:www.tokyowest.jp

TOKYO WEST INTERNATIONAL SCHOOLn

Portfolio

A portfolio is a record of students’ involvement in learning which is designed to demonstrate success,growth, higher-order thinking, creativity, assessment strategies and reflection. A portfolio is a celebrationof an active mind at work. It provides a picture of each student’s progress and development over a periodof time both as individual and group learners. It enables students to reflect with teachers, parents andpeers in order to identify their strengths and growth as well as areas for improvement, and then to set
individual goals and establish teaching and learning plans. Each student has a portfolio which is sharedwith their parents at the three-way and student led conference.
n

The Exhibition

Students in the final year of the PYP (Grade 6) will participate in a culminating project, the PYP exhibition.
The exhibition represents a significant event in the life of a PYP school and student, synthesizing theessential elements of the PYP, and sharing them with the whole school community. It is an opportunity
for students to exhibit the attributes of the learner profile that have been developing throughout their
engagement with the PYP.
The following are key purposes of the exhibition:n●

For students to engage in an in-depth, collaborative inquiry.

●

To provide students with an opportunity to demonstrate independence and responsibility for●●

their own learning.
To provide students with an opportunity to explore multiple perspectives.
For students to synthesize and apply their learning of previous years, and to reflect on their●journey through PYP.
To provide an authentic process for assessing student understanding.

●
●
●
●

To demonstrate how students can take action as a result of their learning.
To unite the students, teachers, parents, and other members of the school community
in a collaborative experience that incorporates the essential elements of the PYP.
To celebrate the transition of learners from primary to middle education.

Progress Reports

The progress reports are seen as a summative record of student’s progress. It clearly indicates the areasof strengths, and areas of improvement.
The progress reports are given twice a year. At the end of each term, a progress report is sent home.
The report contains a mark and detailed general comment from the homeroom teacher.
Parents may meet teachers on the day of the conference. However, the PTC will be for 15 minutes only.
If the parents want to talk to the subject teacher/s, they need to set an appointment. Parent conferences
are scheduled regularly, and all parents are encouraged to attend.

Tokyo West International School
185Umetsubo-machi, Hachioji-city, Tokyo 192-0013 TEL:042-691-1441/FAX:042-691-1442
Website:www.tokyowest.jp

TOKYO WEST INTERNATIONAL SCHOOLnGRADE DESCRIPTORS
Achievement

Descriptor

Level
1

Produces

work

of

very

limitedquality.

Conveysmanysignificant

misunderstandings or lacks understanding of most concepts and contexts.
Very rarely demonstrates critical or creative thinking. Very inflexible, rarely
using knowledge or skills.
2

Produces work of limited quality. Expresses misunderstandings or significant
gaps in understanding for many concepts and contexts. Infrequently
demonstrates critical or creative thinking. Generally inflexible in the use ofknowledge and skills, infrequently applying knowledge and skills.

3

Produces work of an acceptable quality. Communicates basic understanding
of

many

concepts

andcontexts,

withoccasionallysignificant

misunderstandings or gaps. Begins to demonstrate some basic critical andcreative thinking. Is often inflexible in the use of knowledge and skills, requiringsupport even in familiar classroom situations.
4

Produces good-quality work. Communicates basic understanding of mostconcepts and contexts with few misunderstandings and minor gaps. Oftendemonstrates basic critical and creative thinking. Uses knowledge and skills
with some flexibility in familiar classroom situations but requires support inunfamiliar situations.

5

Produces generally high-quality work. Communicates secure understanding ofconcepts and contexts. Demonstrates critical and creative thinking, sometimes
with sophistication. Uses knowledge and skills in familiar classroom and realworld situations and, with support, some unfamiliar real-world situations.

6

Produces

high-quality,

occasionallyinnovative

work.

Communicates

extensive understanding of concepts and contexts. Demonstrates critical andcreative thinking, frequently with sophistication. Uses knowledge and skills infamiliar and unfamiliar classroom and real-world situations, often withindependence.
7

Produces

high-quality,

comprehensive,

nuancedfrequently

innovative

understanding

of

work.

concepts

Communicatesandcontexts.

Consistently demonstrates sophisticated critical and creative thinking.
Frequently transfers knowledge and skills with independence and expertise ina variety of complex classroom and real-world situations.
Tokyo West International School
185Umetsubo-machi, Hachioji-city, Tokyo 192-0013 TEL:042-691-1441/FAX:042-691-1442
Website:www.tokyowest.jp

TOKYO WEST INTERNATIONAL SCHOOLn

EFFORT LEVEL DESCRIPTORS
Effort Level

Descriptor

Outstanding- outstanding attitude at all times(O)- concentrates and participates in all activities- always willing to try his/her best

Very Good (VG)

- very good attitude and works hard
- concentrates in lessons and participates well in a variety of tasks

Good (G)- positive and willing attitude most of the time
- adequate concentration- participates in tasks when asked

Satisfactory (S)- does what is required but tends to lack self – motivation andconcentration- only participates with encouragement

n

n

Needs

- negative attitude to any task set

Improvement- unwilling to participate(N)- often distracted or distracting others in lessons

Teacher Responsibilities●

Carefully plan and organize homework in accordance with the time allotment.

●●●

Homework is dependable with the needs and abilities of students.
Discuss the purpose of homework, the guidelines and the basis on evaluating the assignment.
Check and monitor students’ understanding on the homework to make them successfullycomplete the assignment.

●●●

Mark, return and discuss the homework on the following day.
Confer with parents regarding concerns as they arise.
Collaboratively plan the homework with the core teachers.

●

Record the homework

Student Responsibilities●●●

Understand the content of the homework before leaving the school.
Bring home all the necessary materials needed to complete the homework.
Schedule and organize time in working with homework to avoid conflict with otherextracurricular activities.
● Complete and submit homework on time.
● Talk to teacher regarding homework concerns.
● Submit all missed homework during prolonged absences from school.
Tokyo West International School
185Umetsubo-machi, Hachioji-city, Tokyo 192-0013 TEL:042-691-1441/FAX:042-691-1442
Website:www.tokyowest.jp

TOKYO WEST INTERNATIONAL SCHOOLnParent Responsibilities●

Provide parental support.

●●

Provide a comfortable and ventilated area for study and far from distractions.
Assess your child’s extracurricular activities to give them sufficient time to study and participate
in family or outside events.
Schedule a regular time for homework completion.
Talk to the students with any concerns regarding the homework.
Contact teachers for homework if prolonged absences occur.

●
●
●
n

Review of Assessment Practices

A committee will be formed to review the assessment practices. The committee will be composed of the
Head of School, Curriculum Coordinator, teachers and staff. The committee will review the current
practices, make revision to current practices if needed and create a plan to communicate the assessment
practices to the stakeholders. The assessment practices will be reviewed annually.

nReferences
Tokyo West International School
185Umetsubo-machi, Hachioji-city, Tokyo 192-0013 TEL:042-691-1441/FAX:042-691-1442
Website:www.tokyowest.jp

TOKYO WEST INTERNATIONAL SCHOOL
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Tokyo West International School
185Umetsubo-machi, Hachioji-city, Tokyo 192-0013 TEL:042-691-1441/FAX:042-691-1442
Website:www.tokyowest.jp

TOKYO WEST INTERNATIONAL SCHOOL
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185Umetsubo-machi, Hachioji-city, Tokyo 192-0013 TEL:042-691-1441/FAX:042-691-1442
Website:www.tokyowest.jp

TOKYO WEST INTERNATIONAL SCHOOL
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Please direct your inquiries to:Tokyo Wet International School Tel: 042-691-1441

Tokyo West International School
185Umetsubo-machi, Hachioji-city, Tokyo 192-0013 TEL:042-691-1441/FAX:042-691-1442
Website:www.tokyowest.jp