Tamagawa Academy Assessment Policy 2022.
- Philosophy of Assessment.
- Purpose of Assessment.
- Formative and Summative Assessments.
- Planning for assessments.
- Design of assessments.
- End of Term Exams.
- Language of Assessments.
- Informing students of assessments.
- Grading / Marking.
- Assessment moderation and standardisation.
- Assessment Feedback.
- Number of Assessments.
- Recording and Reporting Assessment Grades.
- Assessment Calendars.
- Assessment Deadlines.
- Diploma Programme Assessment Practices.
- Links between the assessment policy and The Academic Integrity Policy.
- Roles and responsibilities for implementing, evaluating and reviewing the assessment policy and for training new teachers.
1. Philosophy of Assessment.
The Tamagawa International Baccalaureate Division believes that assessment should be designed to improve student learning and teaching practice, and to provide feedback to all stakeholders.
Assessment is an integral part of the International Baccalaureate Programme at Tamagawa Academy. Teachers give ongoing formative assessments throughout each unit with the aim of preparing students for their summative assessment tasks. The Middle Years Programme and Diploma Programme has both internal and external summative assessment tasks that students must complete as part of the Tamagawa IB Programme’s requirements. These assessments are based on subject specific criteria published by the International Baccalaureate.
Assessment at Tamagawa aligns with the following requirements of the International Baccalaureate Middle Years Programme and are also applicable to the Diploma Programme.
Assessment aims to:
- support and encourage student learning by providing feedback on the learning process.
- inform, enhance, and improve the teaching process.
- provide opportunity for students to exhibit transfer of skills across disciplines.
- promote positive student attitudes towards learning.
- promote a deep understanding of subject content by supporting students in their inquiries set-in real-world contexts.
- promote the development of critical- and creative-thinking skills.
- reflect the international-mindedness of the programme by allowing assessments to be set in a variety of cultural and linguistic contexts.
- support the holistic nature of the programme by including in its model principles that take account of the development of the whole student.
(“MYP From Principles into Practice” 79)
2. Purpose of Assessment.
Assessment provides teachers, students, and parents with feedback necessary to direct and support future teaching and learning within with the aim of improving both practices.
The reasons for assessment, how the process works and how they will be assessed is communicated to all stakeholders in the school community. This is done through teacher workshops, International Baccalaureate Core and individual subject lessons, and parent meetings.
3. Formative and Summative Assessments.
- Formative assessment is assessment for learning and is on-going throughout the teaching and learning process. It provides information that is used in order to plan the next stage in learning. It is interwoven with learning and helps teachers and students understand what the students already know and can do, and how well they are learning the new knowledge and skills.
- Formative assessment aims to promote learning by giving regular and frequent feedback throughout the learning process. This process helps learners to improve knowledge and understanding, to foster self-motivation and enthusiasm for learning, to engage in thoughtful reflection, to develop the capacity for self-assessment, and to recognize criteria for success. Students will grow to engage in self- and peer-assessment opportunities to develop the confidence needed if they are to be stewards of their own learning.
- Formative assessment allows students to practice important skills that may be required for success in summative assessments.
- Teaching and formative assessment are directly linked and function purposefully together to direct and shape curriculum planning.
- Formative assessments can replicate the design of summative assessments and can be a shorter version of them. They can consist of, but are not limited to, quizzes, practice tests, past papers, oral presentations, gap fills, essays, source work and comprehension tasks.
- Summative assessment (assessment of learning) is usually undertaken at the end of a topic or unit and aims to give teachers and students a clear insight into students’ understanding. Summative assessment marks the culmination of the teaching and learning process, but it is not the purpose of the teaching and learning process; it gives students opportunities to demonstrate what they have learned.
- Summative assessment tasks will be designed to allow students to meet the learning aims and objectives with the subject guide and to test them against the highest-grade descriptors within it. Teachers must therefore be aware of the summative assessment expectations within their guide and use formative assessments to prepare students for them.
- Summative assessment represents the process of gathering, analysing, interpreting, and using the evidence to improve student learning and to help students to achieve their potential. It is one essential component of classroom practice and needs to be integrated into the curriculum.
- Summative assessment can, and usually should where applicable, assess several elements of learning simultaneously in order to inform and lead students to improve their integrative and trans-disciplinary learning skills; it measures understanding of central significant ideas, and encourages students to undertake action.
- Summative assessment will enable students, teachers, and parents (the latter via the reporting process) to gauge the level of student performance and enable greater academic achievement in externally assessed components, as well as reach a more complete understanding of the topic and grasp of the associated concepts. Summative assessment improves students’ understanding of what constitutes excellence within their subject and where their current performance stands in relation to this.
Summative Assessment within the Diploma Programme.
- When applicable, summative assessments are used as part of each subject’s official assessment component.
- Summative assessment is concerned with measuring student performance against Diploma Programme assessment criteria to judge levels of attainment.
- The Diploma coordinator will advise teachers on the submission deadlines given by the International Baccalaureate.
- Teachers will be provided with training on how to upload Diploma Programme summative assessments onto the IBIS system.
4. Planning for assessments.
Assessments should be integrated into each unit of work as part of the planning process. Units of work, including the amount and type of assessments within them, must be developed, edited, and reviewed collaboratively within departments throughout the academic year, with guidance, where necessary, from the appropriate Subject Leader and Programme Coordinator.
Unit planner templates with advice for staff is available on the Staff Google Drive.
Up to date units of work and assessments must be kept in the subject areas’ folder on the Staff Google Drive.
The IB Division works to include the Japanese Ministry of Education, Culture, Sports, Science and Technology’ (MEXT) requirements under the Leadership of the Leader Teacher for Academic Affairs through lesson, unit, and assessment planning.
5. Design of assessments.
Assessments should be designed and planned to meet the assessment aims, objectives and criteria as stated in the subject guide and programme documentation.
The design of both formative and summative assessments should ensure that students are given the opportunity to be able to meet the maximum grade in the assessment criteria they are being assessed against.
Teachers are encouraged to use a variety of assessment methods that are connected to the stated learning objectives and outcomes as laid out in the subject guide. Assessments can include, but are not limited to, unit tests, quizzes, gap fills, essays, mini tests, experiments, projects, practice orals presentations, practice official assessment components, mock exams or past papers.
Grade 6-9 subject teachers must hold a minimum of one 50 minute in-class exam style assessment (a timed assessment in class time with students working alone and in silence) per term to give students preparation for the environment and exam conditions of the Diploma Programme exams they will face in grades 11 and 12 (this is covered in Grade 10 through the exam week). The design and criterion covered in the exam is left up to each teacher and department, addressing the assessment criteria as outlined within the subject guide, with advice from the Programme Coordinator when necessary.
Summative assessments that are being used as final Diploma Programme assessment components must follow the design as set out in the subject guide.
6. End of Term Exams.
There is no set end of term exam week for students in grades 6-9. Teachers are permitted to give in class exams throughout the year as part of their regular assessments (as explained above this must be done at least once per term). These will fit into the 50-minute lesson periods, so they do not have any implication on the weekly timetable.
In order to prepare students for their final Diploma Programme examinations, students will be given an end of term exam session where they are off timetable. Exams will last for a maximum of 90 minutes and will be assessed against one or more of the assessment criteria in the subject guide, with the results being recorded on the Tamagawa report. Teachers are also permitted to give in class exams throughout the year as part of their regular assessments.
Grade 12 Mock Exams.
In order to prepare students for the environment of their final Diploma Programme exams, a mock examination session is held in term one of grade 12. The session will replicate the student conduct, environment, and design of the final exams as far as possible. The Diploma Programme Coordinator and timetable team will create the timetable based on each subject’s request. There is no expectation that subjects have to complete their content before mock exams. As well as preparing students for the final exam environment, getting them into revision mode and getting their work into order early, the aims of the mock exams are to inform teachers of the students’ strengths and weaknesses allowing them time to address any issues, as shown in the summative assessment section in part 3 of this policy.
Grade 10-12 Pre-exam assessment blackout.
In order to both allow subjects the time to assess the students at least once per-assessment criteria per term, as well as allowing students time to prepare for final exams, an assessment blackout period of one week will occur for grades 10-12 before their end of term final session.
No assessment blackout time is permitted for in-class exam assessments throughout the term.
7. Language of Assessments.
Students must complete all assessments in the subject’s language of instruction.
8. Informing students of assessments.
Students must be informed of upcoming assessment via their Google Classroom at least one week before the assessment deadline. Information must include the assessment instructions and assessment criteria, the rubric, and the grade descriptors they will be assessed against.
Teachers must inform students of the rules regarding academic integrity, including getting them to sign the Academic Integrity form, for each assessment.
The teacher must write the assessment deadline on the class homeroom Google Calendar.
9. Grading / Marking.
Each summative assessment must be assessed against the criteria as set out in the subject guide. Students should be given a grade using a best-fit approach against each assessment criteria.
Students are not graded in comparison to the work of their peers.
Where appropriate, assessments may be graded against more than one assessment criteria.
10. Assessment moderation and standardisation.
Whole staff meetings and Departmental meetings will be dedicated to giving professional development on standardisation moderation.
Standardisation (Agreeing the properties for different grade levels).
Under the guidance of the Programme Coordinator and Subject Leader and using examples from the Teacher Support Materials in the MyIB website, departments work together to create standardised student work for different levels of the assessment criteria in line with the International Baccalaureate’s guidelines. In the Middle Years Programme this is done for years 1,3 and 5 of the programme. Teachers should refer to the student work and agreed levels for guidance when assessing.
Moderation (examining samples of assessed student work to come to an agreed grade).
Summative assessments should be moderated between two or more teachers within the department using the following process:
The class teacher collects and grades their students` work.
A sample of student assessments, the outline, assessment criteria and rubrics are given to the moderators. It is up to each individual department whether the sample is created randomly, or consists of a high, medium and low graded piece of work.
Teachers who have received the work have got two weeks (unless a quicker time is mutually agreed in special cases such as work needs to be graded quicker due to reports) to grade and comment on the work they have been given, ready for moderation.
All teachers meet in a subject meeting, (or at a mutually agreed different time if there are report deadlines to be met / national holidays) and go through the grades they have given, justifying their reasons. It is every teacher's responsibility to print any work that will be discussed at the meeting before it starts.
Teachers agree on a final grade for each piece of work.
When disagreement over a grade occurs teachers should check the subject guide which gives clear advice for what to expect for each criterion. Teachers should ask the Subject Leader and Programme Coordinator for advice and can refer to the standardised work and teacher support material on the subject`s MyIB page for further guidance.
A one grade difference within the same level is acceptable.
If the class teacher has been found to be over/under marking on a criteria(ions) they will look at how other students have been marked against the same one and make any relevant changes.
During the moderation process the class teacher will not give his/her initial grades to the students.
Teachers will not discuss any changes to the grades that occurred during the process with the students. Comments such as “I gave you a 6 but Mr X graded it down to a 4” are not acceptable.
11. Assessment Feedback.
Feedback is provided to students to support stated outcomes and expectations.
Teachers will provide individual written feedback on summative assessment to students. Oral feedback and group feedback on top of this is also encouraged.
Written feedback should be provided to the students within three weeks of the assessment deadline or date, which includes time for moderation within the department.
Written feedback will include the student’s grade and comments on their strengths, as well as guidance and targets for further improvement. Advice given to students must be relevant and specific to the student's performance and relate directly to the assessment criteria they were assessed against.
Generic feedback templates are available on the teacher’s Google Drive. Teachers and departments are encouraged to design bespoke feedback templates to meet the design of the assessment the students have completed.
When giving feedback, teachers should provide the opportunity for students to reflect on their performance and grade, with the aim of supporting them on developing strategies and targets to improve their performance.
Teachers are advised to give peer-feedback opportunities where the students get the chance to apply the assessment criteria to their peers’ work. This allows each student to take on the role of the teacher in giving praise and targets with the aim of them applying the targets they give their peers to their own future assessments.
12. Number of Assessments
Minimum number of Assessments.
Teachers must assess students against each criterion within their subject guide a minimum of once per term.
In order to cut down the number of term one summative assessments as the students start the Middle Years Programme, grade 6 teachers must give a predicted grade based on formative assessments for two of the four assessment criteria (of the teacher’s choice). Students will be summatively assessed on all four criteria in term two.
Due to the new length of term 1 (April to September 30th) and the fact that the Grade 10 final scores must be done by mid-December, the following assessment rules apply.
|Subjects||Term 1||Term 2|
|Language A, Language B, Mathematics, Individuals and Societies and Science||All 4 criterion once.
2 criterion of choice an extra one time.
Total: 6 criteria.
|The remaining 2 criteria that were not covered twice in term 1.
|Art and design||The option of carrying on as before the terms changed. Please let the Director of Teaching and Learning and MYP Coordinator informed.|
|Music, Physical Education and Home Economics.||Carry on as normal as the classes go until March.|
Maximum Number of Assessments.
In order to ensure balanced programmes, subjects in both the Middle Years Programme and Diploma Programme will have a maximum number of assessments.
To reflect the different design of each subject area, Programme Coordinators will work with each department to agree a maximum number of summative assessments per term.
The Programme Coordinators will record the agreed maximum number of assessments onto a document that will be shared with staff via the Google Drive.
13. Recording and Reporting Assessment Grades.
Tamagawa reports provide students and parents with information to improve their learning and future attainment.
Teachers must record each student’s assessment grades on the school’s SIEMS system and must refer to the SIEMS guide for information on how to input the information correctly.
In order to ensure that the school’s reporting on assessment is as accurate as possible teachers are given a reporting partner to check both their assessment grades and report comments. These then go to the relevant Subject Leader and Programme Coordinator before being released to students and parents.
Assessments are reported to parents four times a year.
In the mid-term reports in May and December teachers include the individual grades of each assessment undertaken in the term so far, along with a summary comment.
In the end of term reports in September and March, as well as individual comments for each student on their progress, the teachers include the individual grades for each assessment, a final grade for each assessment criteria (based on the best-fit level the teacher feels the student has achieved) and an overall score for the term / year, which is created by SIEMS using each subject’s agreed grade boundaries. The final raw score is converted into an International Baccalaureate Score of 7, and then to a Tamagawa Grade out of 5, using the following table:
Full instructions on how to report assessment grades, student progress and targets and Approaches to Learning Grades can be found in the ‘Reporting at Tamagawa” Document on the teacher’s Google Drive.
As well as written reports, the school holds two parent conferences per academic year where teachers provide face to face assessment feedback and targets to students and their parents.
A final assessment grade must be provided for each year group at the following times of the year.
|Grade||Term One||Term Two|
|6, 7, 8, 11||September||February|
14. Assessment Calendars.
At the start of each term Subject Leaders will work with the teachers within their departments to create an assessment calendar for each year group. Teachers will be asked to indicate the week of each assessment they will be giving over the term if they are unable to give the exact day, which can be filled in at a later date.
The Programme Coordinator will then advise on the overall calendar for each year group within their programme to ensure that both the students’ and each department’s needs are taken into consideration.
Teachers will add their agreed assessment dates onto each homeroom’s Google Calendar to give students and parents an overview of the term.
Homeroom teachers and International Baccalaureate Core teachers will refer to the assessment calendar with students throughout the term to help them with their self-management and to plan for upcoming assessments.
If a teacher needs to subsequently change their assessment date, they must inform their Subject leader and Programme Coordinator.
Diploma Programme Internal and External Assessment Calendar.
The Diploma Programme Coordinator will work with departments to create an Internal and External Assessment calendar consisting of all of the students’ official Diploma Programme Assessment Components (excluding the final exams).
Subject teachers will work together to ensure the dates of the assessments taking the students’ needs and the requirements of each subject guide into consideration. The finalised calendar will be shared with students, staff, and parents.
When creating assessment calendars for both programmes teachers, Subject Leaders and Programme Coordinators must consider the following:
- The overall workload of the students.
- Teacher workload and their other responsibilities which may get in the way of them being able to grade and moderate in time.
- Time allowance for report deadlines, academic integrity checks, moderation, and standardisation which is necessary to adhere to the assessment schedule mandated by the International Baccalaureate.
- Uploading assessments and reporting documents to the International Baccalaureate.
15. Assessment Deadlines.
Late submission of work.
Middle Years Programme and Diploma Programme Tamagawa Assessment Grades.
If an assessment is not handed in on the due date the student will receive a grade zero. The reason for the zero grade will be written in the teacher’s comments on the report card: “# received a grade zero for # due to not submitting the work on time”. If this occurs during term one the comment will remain on the report card in term two.
The zero grade will be for the piece of work in question only. It will be taken into consideration when the teacher creates the end of term / end of year grade. This does not mean that the student automatically receives a zero for either the criterion or subject final end of term grade.
Teachers are permitted to give the student feedback on their work if they hand it in late.
The zero grade can be appealed on a case-by-case basis. The student will be asked to provide sufficient evidence to support their request for an extension. All final decisions must be agreed by the subject teacher, Subject Leader, and Programme Coordinator.
Diploma Programme External Assessment.
When a student hands in an assessment that will be sent off to the International Baccalaureate as a final assessment component the same policy applies as above in relation to the Tamagawa Report Grade.
The student’s work will still be submitted to the International Baccalaureate providing it is within their assessment deadline. If the student misses the International Baccalaureate’s deadline the Diploma Programme Coordinator will record an “N” onto IBIS.
Student absence in relation to assessments.
When a student is absent from school on the day of an in-class assessment or when a task is due to be submitted, they must provide the subject teacher with a written note or email from their parents explaining their absence. It is the responsibility of the student to make up any missed assessments in accordance with arrangements made by the subject teacher.
At the discretion of the subject teacher, with advice from the Subject Leader and Programme Coordinator, if necessary, the student must undertake or hand-in the assessment at the earliest convenience. A new deadline must be presented to the student in written form. If the student is taking an exam style assessment at a later time than their peers, the subject teacher should make changes to the assessment to ensure Academic Integrity.
Students with prior knowledge of an absence from school for an in-class assessment task or a task submission due date must make arrangements with the subject teacher prior to the date of their absence.
Any student who, because of illness, is absent from school for a prolonged period of time must arrange for a meeting with the respective Programme Coordinator and subject teachers to determine appropriate measures to be taken for missed assessment tasks.
Students who are absent from more than one third of the classes in any subject will automatically be awarded a “1” for that course using the Tamagawa Academy 1-5 reporting scale.
If a student would like to request an extension to their assessment deadline the following procedures must be followed:
Middle Years Programme External Assessments.
- Personal Project:
All extension requests must go through the Assistant Middle Years Programme Coordinator, who, where appropriate, after discussion with the student, Personal Project Superior, Middle Years Programme Coordinator and Homeroom teacher will make the final decision. The Assistant Middle Years Programme Coordinator will notify the student and their parents via email with the new deadline included.
Diploma Programme External Assessments.
- Internal Assessments / Official Diploma Programme assessments.
All extension requests must go through the Diploma Programme Coordinator, who, where appropriate after discussion with the student, subject teacher and Homeroom teacher will make the final decision. The Diploma Programme Coordinator will notify the student and their parents via email with the new deadline included.
- Extended Essay.
All extension requests must go through the Assistant Diploma Programme Coordinator, who, where appropriate, after discussion with the student, Extended Essay Supervisor and Homeroom teacher will make the final decision. The Assistant Diploma Programme Coordinator will notify the student and their parents via email with the new deadline included.
Middle Years Programme and Diploma Programme internal subject assessments.
- The final decision is with the subject teacher who, having spoken to the student, and where appropriate, the student’s parents, Subject Leader and homeroom teacher will make the final decision. When a subject teacher agrees to an extension, they must notify the Subject Leader and record it on the Extension Log. The teacher will notify the student and their parents via email with the new deadline included.
The final decision whether to give an extension for a draft of an assessment is taken by the subject teacher. If an extension is given for a draft this does not change the date of the final deadline. If the student or teacher would like to subsequently change the final deadline, they must follow the process set out above.
Homework can include, but is not exclusive to, assessment preparation.
The following guidelines set by Mr Obara for daily homework are:
- Grade 6: 1 hour 30 minutes.
- Grade 7: 1 hour 45 minutes.
- Grade 8: 2 hours.
- Grade 9: 2 hours 15 minutes.
- Grade 10: 2 hours 30 minutes.
- Grade 11: 2 hours 45 minutes.
- Grade 12: 3 hours.
17. Diploma Programme Assessment Practices.
Tamagawa Academy complies with the following International Baccalaureate Practices related to the Diploma Programme Session.
The school provides security for the storage, transportation, and/or transmission of International Baccalaureate assessment materials, physical or virtual, with controlled access restricted to designated staff (The Diploma Programme Coordinator / Director of IB Programmes). (0201-01-0231).
The school complies with the International Baccalaureate regulations and procedures related to the conduct of all forms of Diploma Programme assessment. (0201-01-0232). The Diploma Programme Coordinator leads invigilator training before every exam session.
The school complies with International Baccalaureate assessment requirements with regards to the security and administration of examination materials, and the provision and delivery of access arrangements (The Diploma Programme Coordinator / University Counsellor / Director of IB Programmes). (0202-01-0531).
(“Standards and Practices 2020” 5 )
18. Links between the assessment policy and The Academic Integrity Policy
When assessing students’ work, teachers must follow the guidelines set out in the school Academic Integrity Policy. The teacher's responsibilities are as follows:
- To create, maintain and follow an academic integrity policy.
- To create a school culture of academic integrity where respect for all is nurtured.
- To share assessment instructions with students for each subject giving a clear outline of the rules regarding academic integrity.
- To run all student work through Turnitin.
- To ensure students fill in an academic integrity form for every assessment.
- To follow the established procedures when a case of potential academic misconduct has been raised.
- To maintain, share and explain the Academic Integrity Student Guide which covers its importance, how students can ensure their work meets the International Baccalaureate and Tamagawa Academy’s standards and the consequences if they do not do so.
19. Roles and responsibilities for implementing, evaluating, and reviewing the assessment policy and for training new teachers.
All teachers are involved in the implementation of the policy. The policy will be referred to during staff meetings, assessment period and as necessary throughout the academic year. The policy will be shared with staff and parents. The policy will be made available to parents through the programmes guidebook and in a future update of the website.
Evaluating and Reviewing.
The Director of Teaching and Learning, Programme Directors, school leadership team and teaching staff will review the assessment policy annually in a staff meeting. From April 2022 this will be done via department meetings.
Training new teachers.
New teachers will be shown this assessment policy during their induction. New teachers will be given induction on the assessment process, including a copy of the Tamagawa International Baccalaureate Programmes Guidebook.
This policy was created through teacher collaboration and further amendments will also be made through collaboration with teachers. The policy will be reviewed annually by both the leadership team and teaching staff. New teacher orientation will specifically include an assessment allotment.
- International Baccalaureate Organization Guidelines for developing a school assessment policy in the Diploma Programme (2010).
- — MYP: From Principles into Practice (2015).
- — Programmes Standards and Practices (2018).