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The purpose of this article is to clarify the transformation of students’ understandings on assessment learning in a Japanese Article 1 school which offers the International Baccalaureate Middle Years Programme （MYP）. Semi-structured interviews were conducted with 10 MYP students, and the collected data was analyzed using M-GTA. Before students began learning at the MYP school, they reported that “assessment” meant “grading” and only teachers assessed students. Students studied as teachers directed and prepared diligently for tests. During their MYP learning, students felt that the most important aspect of assessment was the assessment criteria. Through participating in self-assessment and peer-assessment tasks, students developed an understanding of assessment that incorporated self-assessment and feedback to improve their learning. Over time, students began to set their own learning goals and assess themselves. The assessment process was supported by reflection. The MYP’s approaches to assessment and the transformation of teachers’ views on assessment fostered a transformation of students’ understandings. However, for better assessment practices that foster assessmentcapable learners, teachers need a more developed understanding of the theories of assessment behind the MYP curriculum. Further exploration of the relationship of the MYP curriculum, teachers’ assessment practices, and students’ understandings on assessment and learning remains necessary. |
