Pair Testing at the Co-Learning Elementary School

I asked myself:
“What would be necessary to establish a school where, from elementary level, two students take one test together?”

To create an elementary school where tests are taken in pairs, many innovations beyond ordinary school operations would be required. This format is based on an educational philosophy that emphasizes collaborative learning and communication skills. The following elements would be essential:

1. Establishing an Educational Philosophy• Clarify the purpose of collaborative learning (e.g., fostering communication and problem‑solving skills).
• Evaluate not only individual performance but also team performance.

2. Curriculum and Assessment Methods• Design a curriculum adapted to the two‑person test format.
• Create test problems that emphasize teamwork (essay questions, project‑based tasks, etc.).
• Develop criteria that assess both individual contributions and overall team outcomes.
• Provide practice and guidance on how to cooperate effectively.

3. Teacher Development• Train teachers with skills to promote collaborative learning.
• Equip them to manage student relationships and fairness within pairs.

4. Student Pairing and Selection• Plan carefully how pairs are formed.
• Balance academic ability and personality traits.
• Consider periodic changes of pairs to broaden learning experiences.

5. Environmental Preparation• Classrooms and facilities suitable for group work and paired testing.
• Seating arrangements and tools designed for two‑person collaboration.
• Use ICT and digital tools to support cooperation.

6. Parental and Community Understanding• Hold information sessions and workshops to explain the new system.
• Build mechanisms for parental support and cooperation.

7. Legal Regulations and Authorization• Ensure compliance with Japanese educational law and obtain approval from the board of education.
• Adjust new evaluation methods so they do not conflict with existing systems.

8. Trial and Improvement• Begin experimentally with small groups and analyze results.
• Gather feedback from students, parents, and teachers, and refine the system.

9. Long‑Term Goal Setting• Envision how collaborative skills gained will be applied in junior high, high school, and social life.



Through such efforts, this would not merely be a new test format, but a truly valuable educational environment for children.

“It almost feels possible…” I thought.
Yet in today’s world, such a format does not exist.
And so, I continued my questioning.

1. A song to establish a pair test school

A Springtime Test for Two

In a classroom bathed in spring sunlight,
Yui and Daisuke, two elementary school students,
sat facing each other at a small desk.
Today was a special day—
their very first “test taken by two.”

“Daisuke-kun, did you prepare properly?”
Yui asked.
“Yeah, I practiced math with my mom yesterday.
But I’m not so good at the long reading questions…”
Daisuke replied, twirling his pencil.

“It’s okay! I’m good at Japanese.
But you have to help me with math, okay?”
Yui’s words made Daisuke smile with relief.

The test was handed out,
and at the signal—“Ready, start!”—
they both gripped their pencils.

---

Question 1: Math

“There are 5 apples. You buy 3 more.
How many apples are there in total?”

While Yui was still thinking,
Daisuke quickly scribbled his answer.
“Eight apples!”
“Wow, how did you answer so fast?” Yui asked, eyes wide.

“It’s easy! You just add 5 and 3. Like this.”
He wrote the numbers big on the paper.

“Got it! You’re amazing, Daisuke-kun!”
Yui clapped in admiration,
and Daisuke smiled shyly.

---

Question 2: Japanese

“Use the word ‘sakura’ to make a sentence.”

This time, Yui confidently picked up her pencil.
“Sakura blossoms beautifully in spring.”
“Wow, Yui-chan, that’s really good!
But can we make it more fun?”

Yui tilted her head.
“Like what?”
“Like: We ate a delicious lunch under the sakura tree!”
“That’s great! Let’s write that!”

They smiled at each other
and finished the answer together.

---

Final Question: Draw a Picture Freely

The last task was to draw a picture together on one sheet of paper.
The theme: “A memory from the test.”

“What should we draw?” Yui asked.
Daisuke thought for a moment.
“Let’s draw us taking the test!”

“Then I’ll draw you teaching me math!”
“And I’ll draw you writing the Japanese sentence!”

Facing the big sheet with their small hands,
they each drew the moment they were proud of.
When the picture was complete,
their smiles were drawn right into it.

---

After the Test

When the teacher came to collect their test,
they were a little nervous—
but mostly satisfied.

“Thanks, Yui-chan!”
“No, thank you, Daisuke-kun! You really helped me!”

That day, they learned something
even more important than the test results:
the joy of thinking together,
and the power of trusting each other.

Outside the classroom,
the spring scenery stretched wide—
and their smiles shone just as brightly.

2. Small hands and a big pencil

A New Semester, A New Challenge

On the morning of the new semester,
Haruna Nakamura, a teacher with ten years of experience,
stepped through the gates of Kyōiku Elementary School
with a heart full of nerves and anticipation.

This school was gaining attention for its unique approach:
students take tests in pairs.
Haruna deeply resonated with this philosophy,
and had chosen this school to begin a new chapter in her teaching journey.

---

Entering the classroom,
she saw small desks arranged face-to-face in pairs.
Today’s lesson would be her first chance
to put her beliefs to the test.

“Good morning, everyone!
Today, we’ll solve problems by working together.”

The children glanced around at their partners,
faces filled with a mix of excitement and uncertainty.
Smiling, Haruna wrote the day’s task on the board:
“Let’s create a story about forest animals sharing food.”

---

As the lesson began,
Haruna noticed one pair sitting in silence—
Yui and Daisuke.

They had shown wonderful teamwork in a recent test,
but today, something felt off.

“What’s wrong?” Haruna asked gently.
Yui looked troubled.
“We don’t know what kind of story to make…”

Daisuke added in a small voice,
“We were unsure who should come up with the idea.”

Haruna paused, then said quietly:
“It’s not about who thinks of it—
it’s about creating one answer together.
For example, what animals do you think live in the forest?”

“Squirrels!” Yui answered brightly.
“Rabbits!” Daisuke chimed in.

“Then how about a story
where the squirrel and rabbit share their food?”

At her suggestion,
both their faces lit up.

---

After class,
Haruna returned to the staff room
and shared the moment with Principal Yoshioka.

“Yui and Daisuke are an interesting pair.
They respect each other,
but they still clash sometimes.”

Yoshioka nodded.
“In pair learning,
it’s important for children to understand
both their strengths and their weaknesses.
And guiding them through that—
that’s our role.”

Haruna nodded deeply.
She felt that in this school,
not only the children,
but she herself could grow.

---

That night,
Haruna opened her notebook at home
and wrote down a goal:

“Become a teacher who walks alongside children,
and teaches the joy of cooperation.”

At this school,
teachers too are challenged
to discover “answers made by two.”

By valuing communication among educators,
and growing together with the children,
Haruna made her quiet vow.

Every time the classroom lights turn on,
a new story begins—
and at its heart
are not only the children,
but the beliefs and passion of the teachers
who guide them.

3. The answer of the two

Spring Wind and the Forest We Build Together

As the soft April breeze drifted into the classroom,
Yui and Daisuke, now second graders,
sat side by side in their new seats.
Last year, they had experienced their first “test taken by two,”
and discovered the joy of learning together,
each bringing their own strengths.
Now, as second graders,
they were ready to face a new challenge.

On the blackboard, a bold message from their teacher stood out:
“Let’s build a forest together.”
“A forest?” Yui tilted her head.
“That’s right,” said their homeroom teacher, Ms. Haruna, smiling.
“This year, you’ll work in groups on a new theme.
Think about what animals live in the forest,
what plants grow there—
and together, create one forest.”

The class was divided into groups of four.
Yui and Daisuke were joined by quiet Sakura
and energetic Taichi.

---

During the first discussion,
Sakura sat silently, eyes downcast,
while Taichi eagerly poured out his ideas.
“There has to be a lion in the forest! And a pond too!”
“But… do lions live in forests?” Daisuke asked, puzzled.
“Of course they do!” Taichi laughed.

Yui glanced at Sakura, concerned.
“What do you think, Sakura-chan?”
“I… I think birds live in forests,”
she whispered, but her voice didn’t reach Taichi.

“This isn’t working!” Yui exclaimed.
The group fell silent.

---

When Ms. Haruna came by,
their table was quiet.
She asked gently,
“Is something troubling you?”

Daisuke answered honestly,
“We’re all sharing ideas,
but we don’t know how to bring them together.”

Ms. Haruna smiled,
and wrote a word on the board:
共育 (Kyōiku) — Co-learning.

“Do you remember this word?”
“I do!” Yui raised her hand.
“It means learning together through cooperation!”
“Exactly,” said Ms. Haruna.
“When opinions differ,
that’s when we need to listen even more.
Did everyone hear Sakura-san’s idea?”

Yui turned to Sakura.
“I want to hear more about your idea.”
Sakura, a little shy, began to speak.
“I was thinking…
I’d like to draw a bird building a nest in the branches.”
“That’s wonderful!” Daisuke’s eyes lit up.
“If there’s a bird in the tree,
maybe the lion can rest beneath it.”
“Oh! Then we can put the pond nearby!” Taichi nodded.

Little by little,
their ideas began to come together.

---

At the end of class,
each group presented their forest drawing.
Yui’s group had created a lively scene:
a bird’s nest in the tall branches,
a lion resting below,
and frogs leaping near a pond.

“What a beautiful forest!” Ms. Haruna said, impressed.
“I can see all four of your ideas shining through.”

---

On the way home,
Yui and Daisuke walked together, laughing.
“Group work was fun!”
“Yeah… though it was a bit tough at first.”

Yui looked up at the sky.
“I’m glad we listened to Sakura’s idea about the bird’s nest.
I wish I’d noticed it sooner.”
“That’s what Kyōiku is,” Daisuke smiled.
“We’re only second graders—
but we’ll get better at it, step by step.”

As the sunset stretched their shadows long across the ground,
their learning, like the trees in their forest,
continued to grow—quietly, steadily, together.

4. Co-educational Forest

A Morning of Soft Light and New Beginnings

In the second-grade classroom,
morning light gently spilled across the desks.
Today was a special day.
The children were about to choose their next learning partners—
through a quiet practice called focusing.

Standing in the center of the room,
their homeroom teacher, Ms. Haruna, spoke softly:
“Today, we’ll practice listening to our hearts.
Close your eyes, and gently tune in to your feelings.”

Some children rested their heads on their desks,
others closed their eyes quietly—
each preparing in their own way.

“When you think about your next partner,
try to imagine someone who makes you feel safe,
or someone who seems fun to be with.”

Yui took a deep breath and closed her eyes.
Faces of friends she had learned with appeared one by one—
moments of joy,
memories of helping each other in times of trouble.
And then, a warm feeling spread deep inside her.
“…Maybe Sakura-chan.”

Meanwhile, Daisuke pictured Taichi,
his lively neighbor—
and smiled naturally.
“I think we’ll have fun again.”

After about ten minutes,
Ms. Haruna gently called out:
“Let’s sit in a circle and share
who came to mind.”

Yui, a little nervous, spoke up:
“When I’m with Sakura-chan,
I feel calm and kind inside.”

Sakura’s cheeks turned slightly pink.
“With Yui-chan…
I feel like I could talk about anything.”

And just like that,
new pairs began to form—naturally, gently.

---

That Afternoon in the Staff Room

After school,
teachers gathered around a round table.
Principal Yoshioka proposed a “future-telling dialogue.”

“Let’s imagine this school one year from now.
Share the future we want to create together.”

Ms. Haruna spoke first:
“A year from now,
I believe the children will express their feelings more naturally.
And no matter who they’re paired with,
they’ll treat each other with care.”

Mr. Tamura, the PE teacher, nodded:
“I think we’ll see more student-led moments in class.
With focusing and group work as part of daily life,
everyone will speak with confidence.”

Ms. Takahashi, the art teacher, added dreamily:
“And we’ll see traces of collaboration in their creations—
huge paintings filling the classroom,
the kind no one could make alone.”

Principal Yoshioka jotted down their words, nodding:
“Teachers and students growing the future together—
that’s the heart of co-learning.”

Finally, Ms. Haruna raised her hand:
“Having time to speak about the future
makes our hearts feel lighter.
Let’s keep making space for this.”

---

That Night

Yui lay in bed,
thinking about becoming Sakura’s partner.
“I wonder what kind of test we’ll create together.”

At the same time,
in the quiet staff room,
Ms. Haruna was writing in her notebook:
“I want to become a teacher
who walks even closer beside the children.”

In the classroom and the staff room,
each person was listening to their own heart—
taking a small but certain step
toward a new future.

5.Time to listen to the voice of the heart

In a classroom touched by gentle spring light,
Yui and Sakura sat side by side,
preparing for today’s test.
They were used to the “pair test” from last year,
but today a new format awaited—
and their hearts beat with nervous excitement.

Ms. Haruna stood at the front, smiling:
“Today we’ll do a special Memory Map Test.
Work together, use both memory and thought.”
The classroom buzzed with anticipation.

---

Drawing the Map

“On this big sheet of paper,
write down what you remember—
math formulas, words from Japanese,
tools from science experiments, anything at all.”

“Just writing isn’t enough, right?” Daisuke asked.
“Exactly! Later you’ll solve problems using this map.
So fill it with as much as you can.”

At her signal, pairs leaned over their papers.
Yui and Sakura whispered,
“Let’s put the multiplication table here!”
“Good idea—let’s add the kanji too.”
Colors and words spread across the page,
lines weaving memory into a map.

Meanwhile, Daisuke and Taichi
drew a circle labeled “Science Tools.”
“With this, we’ll ace the science questions!” Taichi grinned.

---

Solving the Problems

When the maps were done,
Ms. Haruna handed out the test.
“You may use your map to find answers.
But if something isn’t written,
rely on your memory and thinking.”

Yui pointed: “Here’s the multiplication table!”
Sakura wrote confidently: “Seventy.”
Next came a kanji reading.
“It’s not on the map!” Sakura worried.
“But I remember—it’s kuuki, air.”
Yui recalled, and Sakura nodded.

Daisuke and Taichi faced science:
“Name three things needed for photosynthesis.”
“Map says water and carbon dioxide… what’s the third?”
“Light!” Daisuke remembered.
Together they wrote the answer.

---

After the Test

Children gathered with maps and papers,
sharing their thoughts:
“Making the map was fun!”
“Remembering what wasn’t written was hard—
but together we managed.”

Ms. Haruna smiled:
“Today’s test wasn’t just about memorization.
It was about organizing memory,
and learning to retrieve it when needed.
Working together, you found answers
you couldn’t recall alone.”

The children nodded,
already looking forward to the next pair test.

---

On the Way Home

Yui and Sakura walked beneath the sunset.
“Tests aren’t just about remembering—
thinking matters too.”
“Yeah. And with two,
we can do so much more.”

Their shadows stretched long in

6.The Memory Map Pairtest

In a classroom filled with soft spring light,
Yui and Sakura sat side by side,
preparing for today’s test.
They were already used to the “pair tests” from last year,
but this time, something new awaited—
a challenge their teacher Haruna called
“The Test of Woven Memories.”

Standing at the front,
her eyes shining, Haruna explained:
“This time, you won’t just test memory.
You’ll use those memories to create a story.
Knowledge and experience matter,
but so does how you share them.
Today, we’ll practice that.”

---

Preparing the Threads of Memory

On each desk lay a large sheet of paper
and colorful pens.
“First, write down what you’ve learned,
or experiences that stayed in your heart.
We’ll call these threads of memory.
It could be a math formula,
a kanji from Japanese,
or even a memory of playing with friends.
Anything that lingers inside you.”

Yui and Sakura exchanged a glance,
then began to write.
“The seven times table—we worked so hard to learn it.”
“Yes! And I still remember the mountain’s name
from last year’s field trip.”

Soon, vivid threads of memory
spread across the paper.
Other pairs did the same,
drawing out their recollections.

---

Weaving Stories

The next step:
combine those memories into a story.
“Choose a main character,
and let them overcome challenges
by using your memories.”

Yui and Sakura decided:
“Our hero will be a future inventor.”
“This inventor could use multiplication tables
to create energy.”
“Perfect! And the mountain’s name matters too—
that’s where a special mineral is found.”

Piece by piece,
they wove their memories into a tale.
Other pairs did likewise,
each shaping unique stories
from their own threads of memory.

---

Sharing the Stories

At the end,
each pair presented their tale.
Yui and Sakura, nervous but smiling, declared:
“The future inventor used multiplication
to generate energy,
and discovered a special mineral in the mountain—
saving the village!”

Haruna applauded warmly.
“A wonderful story!
Knowledge like multiplication tables or mountain names
came alive inside your tale.”

Other pairs shared equally unique stories,
each breathing life into their memories.

---

Reflections

On the way home, Yui murmured:
“Memory isn’t just about remembering.
It has meaning when we use it.”
Sakura nodded:
“Making a story was fun.
And realizing our knowledge could help—
that made me happy.”

Meanwhile, in the staff room,
Haruna spoke to her colleagues:
“When children weave memories into stories,
they grow in cooperation and creativity.
And when memory connects with emotion,
knowledge settles deeper.”

---

The Test of Woven Memories
gave the students more than retention.
It revealed that their experiences and knowledge
were treasures to be shared.
Pair learning deepened,
and new challenges beckoned.

Yui and Sakura’s threads of memory
were already preparing
to weave a long story—
stretching into the future.

7.The Pairtest of Woven Memories

In the staff room at sunset,
Principal Yoshioka gathered the teachers
around a round table.
The sky outside glowed crimson,
and on each teacher’s face
their thoughts quietly shone.

“Tonight,” Yoshioka spoke gently,
“let us share the challenges and worries
we feel about pair tests and cooperative learning,
and speak of the possibilities of the future.”

---

Voices from the Teachers

Haruna raised her hand first:
“Cooperation and dialogue
bring wonderful growth to our students.
But lately, children who struggle with memorization
say, ‘Someone will teach me anyway,’
and stop trying to remember on their own.”

Tamura, the PE teacher, added:
“I worry that too much emphasis on cooperation
weakens the strength to face things alone.
At sports day, in individual events,
I see more children lacking confidence.”

New teacher Takahashi spoke bravely:
“I believe in this school’s philosophy,
but I wonder—
when they enter society,
will they stumble in moments
that demand personal responsibility?”

Yoshioka listened deeply,
nodding with care.

---

A Proposal for Balance

When all had spoken,
Yoshioka replied slowly:
“Your concerns are important.
We must balance cooperation
with individual strength.
That is the future we must build together.”

He paused, then suggested:
“In pair tests,
let us add a time for each child
to answer alone.
Then, they discuss with their partner
to form the final answer.
This way, each must first hold
their own thought.”

Haruna nodded quickly:
“That’s good.
It will teach children
to think for themselves first.”

Tamura added:
“In PE, I’ll increase time
for personal growth.
Each child sets a goal,
achieves it alone,
then shares the process with a partner.
That way, both cooperation and individuality grow.”

Takahashi, relieved, said:
“So we can strengthen personal skills
while keeping the spirit of cooperation.
I feel the future is clearer now.”

---

The Vision of “Co‑Learning”

Looking into their eyes,
Yoshioka spoke at last:
“Our school’s philosophy is co‑learning.
It is not built by one person’s power.
Together, we weave the future,
raising this school like a tapestry.
When our children step into society,
they will shine—
as individuals,
and as collaborators.”

Hope filled the room.
The sunset streamed through the window,
warming the table.
New ideas had sprouted,
bringing another light to the school.

“Weaving cooperation and individual growth”—
that was the next step forward.

8.The Evening Dialogue of Future Dreams

ASASOBI is the world’s only artist singing of the School of Pair Test.  
These songs are ritual gifts—created with SUNO v5, rooted in SCPRT, and written by the School of Fingertips.  
Each track carries a question. Each question invites you to share a fate.  
If you’ve ever wondered what it means to learn together, this music is for you.

#ASASOBI #SCPRT #GiftOfQuestion #AImusic #SharedFate #SchoolOfFingertips