中大附属外国语小学

评估政策 GIPSB Assessment Policy

2018-1-18 16:56| 查看: 2155

摘要: 中大附属外国语小学评估政策(小学项目)GIPSB AssessmentPolicy(Primary Years Programme)2017年5月 ( 修订)May, 2016 (Revised)Guangzhou International Primary School Baiyun ZWIEAssessment Policy(Revise ...

Guangzhou International Primary School Baiyun ZWIE

Assessment Policy Revised May. 2017)

评估政策 (2017年5月修订)

The purpose of this document is to provide insight into the policies, practices and procedures with regards to assessment at Guangzhou International Primary School Baiyun ZWIE (GZIPSB).

本文件是为了给我校的评估提供政策、实践和程序上的指导。

 

中黄国际使命宣言GIPSBMission Statement

中大附属外国语小学致力于营造以学生为主体,充满参与、尊重、反思、富含创造力的探究型学习氛围,激励学生充分挖掘自身潜能,发展个性、特长,成为有爱心、负责任、会合作、善思索、有宽广国际视野的综合型人才,为其终生发展奠定基础。

GIPSB is committed to creating a learning environment full of participation, respect, reflection and creativity, focusing on exploring and developing the potential, personality and specialty of students and assisting them to become lifelong learners. With this mission statement we are striving to provide a full range of holistic education to students and to fully equip them with the knowledge and skills,and with both distinctive Chinese national identity as well as international mindedness for the 21st century.

 

Assessment Philosophy 评估理念

Assessment should be open-ended and structured in a way that is supportive of children’s learning in a positive manner. It should guide your planning, teaching and planning of centers. Assessment is to help you look at the “big idea” and assess their understanding of it. Assessment is an action to be taken by teachers, students and peers. Students and teachers should recognize assessment as an integral part of learning. Assessment should reflect all areas of student learning. 

评估应该是开放的,用正确的方式,有组织的支持学生的学习。它应该指导你的备课,教学及确定中心思想。评估帮助你回顾中心思想并评估学生对它的理解。评估活动发生在老师,学生及同伴之间,学生和老师应视评估为学习的一个主要部分。评估应反映学生学习的所有领域。

Effective Assessment should: 有效的评估应该是:

· check that students have an understanding of the central idea 检查学生对主题的理解

· meet the individual needs of a student 照顾到每一个学生的需要

· allow for students to express their understanding in a variety of forms 允许学生用不同的方式表达他们的理解

· be clear, simple and age appropriate 清晰、简单,符合年龄特征

· be consistent with the schools philosophy 和学校的理念一致

· serve a worthwhile purpose 服务于一个有价值的目的

· be varied  多样化

· cater to different types of intelligence  迎合不同的理解类型和学习能力

· help develop our understanding of the whole students, e.g. his or her academic, social  and  emotional characteristics  帮助理解我们的学生,例如:他的学业,社交,情绪特征

· be authentic (based on real, or realistic, problems or situations)  真实的(基于真实或现实的问题及环境)

· evaluate knowledge, content and method  评价知识,类容及学习方法

· allow a student to show what they know 允许学生展示他们知道的

· show progress over time 展示一段时间的进步

· be directly related to learning outcomes  直接联系学习成果

· be built into learning activities  成为学习的一部分

· be a learning experience in itself  评估自身是一个学习经验

· be continuous throughout the learning process  贯穿于整个学习过程

· be planned at the start of the unit 在单元开始前应确定评估内容

· to identify areas that a student needs further support in  发现学生需要进一步支持的地方

Effective Assessments allow the teacher to: 有效的评估允许老师

· Plan them and build them into learning, not add them after the fact 在学习之前确定评估内容并将其植入学习活动中

· Identify what is worth knowing and assess it 发现值得学习及评估的内容

· Include collaboration between the student and teacher or among students 包括老师和学生的合作或者学生之间的合作

· Take into account different cultural contexts and different ways of learning and knowing 考虑到不同的文化背景和不同的学习方式及知识体系

· Produce evidence that can be reported and understood by students, parents. teachers, administrators and board members 提供能被他人理解的证据

· Plan further activities that address areas of interest for the teacher and students  根据老师和学生共同感兴趣的领域制定下一阶段活动

Effective Assessments allow the student to: 有效的评估允许学生

· Have criteria that are known and understood in advance 事先知道并理解标准

· Analyze their learning and understand what needs to be improved 分析他们的学习。理解他们需要改进的地方。

· Demonstrate the range of their conceptual understandings, their knowledge and skills 展示他们概念的理解范围、知识和技能,

· Synthesize and apply their learning, not merely recall facts 综合应用所学知识,不只是回忆事实

· Focus on producing a quality product or performance 致力于制作一件好的作品

· Highlight their strengths and demonstrate mastery and expertise 突出他们的优势,展示自己的优势和专长

· Express different points of view and interpretations 表达不用的观点和理解

· Promote reflection, self- and peer-evaluation 促进反思,自我评估及同伴之间的评估

Effective Assessment Tools/Strategies有效的评估工具/策略

1. Observations/Anecdotal Notes 观察/轶事记录

Observations are made of children in various settings; as an independent learner, as a group member, in a whole group setting, amongst individuals from within the same grade level/another grade level, interacting amongst the wider school community.  观察应在不用情况下进行,如:一个独立的学习者,小组中,同一年级组/其他年级组中的个体,在学校社会中。

Observations will be made of: 观察记录的组成:

· Individual behaviours 个人行为

· Student interactions  学生的互动

· General class behaviours  班级常规

· Language skills (individual, both verbal and non-verbal; partnered; group) 语言能力(个人的,包括口头的和书面的;伙伴;小组)

· Life skills 生活技能

· Self-management skills 自我管理技能

· Listening skills 听力技能

· Stand-alones 独立能力

· Student application of what has been learnt 运用多学知识或技能

 

Possible ongoing assessment methods are:  可运用的评估方法

1. Checklists 核对表

Checklists will be created to track children’s acquisition of knowledge, demonstration of various skills, for self and peer assessment. 核对表为追踪学生知识的获得,多样技能的展示,自我评估和同伴评估而设计,

 

2. Formative Assessment 形成性评估

Formative assessment provides information that is used in order to plan the next stage in learning. It is interwoven with learning, and helps teachers and students to find out what the students already know and can do. Formative assessment and teaching are directly linked and function purp osefully together. Formative assessment aims to promote learning by giving regular and frequent feedback.” (Making the PYP Happen 2007 p.45) 形成性评估提供制定下一阶段学习活动的信息。它和学习相互编织,可以帮助教师和学生找出学生已有的知识和可以做的。形成性评估和教学直接联系,相互作用。形成性评估通过定期的和经常的反馈促进学习。

 

Possible Formative Assessments are: 可行的形成性评估

· Peer/self assessment 同伴/自我评估

· Written or visual reflections 书面或者视觉的反思

· Questioning/responses 提问/回答

· Drafts and evidences of thought processes  思考过程的草稿和证据

· KWL’s, journal recordings, diaries  报纸,日记

· Observations/anecdotal notes 观察记录/轶事记录

· Hand signals 手势信号

· See, Think, Wonder 看,想,提问

 

3. Summative Assessment 总结性评估

“Summative Assessment is the culmination of the teaching and learning process, and gives the students opportunities to demonstrate what has been learned. It can assess several elements simultaneously: it informs and improves student learning and the teaching process; it measures understanding of the central idea, and prompts students towards action.” (Making the PYP Happen, 2007 p.45) 

总结性评估师教与学习过程的高潮,它给学生们机会去展示自己学到的知识。它可以同时评估几个因素:它检测和提高学生的学习,老师的教育教学;它测量对中心思想的理解,提示学生开展行动。

The summative assessment task should allow students to:  总结性评估允许学生:

· Share their learning and understanding with others 与他人分享自己的学习和理解

· Demonstrate a range of knowledge, conceptual understanding and transdisciplinary skills 展示一定范围的知识,概念理解和跨学科技能

· Use their preferred learning style to present their understanding 利用他们喜欢的学习方式呈现他们的理解

· Know and understand in advance the criteria for producing a quality product or performance 提前知道和理解制作一个优秀的作品或表演的条件

· Participate in reflection, self and peer assessment 参与反思,自我评估和同伴之间的评估

· Base their learning on their prior experiences, leading to further inquiries (is it relevant, engaging, significant and challenging) 根据先前的知识经验,通向深入的探究(是相联关的,鼓励,重要的和具有挑战的)

· Express different points of view or interpretations 阐述不同的观点或理解

· Analyze their learning and understand what needs to be improved 分析自己的学习,了解自己需要改进的地方

The summative assessment task should allow teachers to: 总结性评估允许老师:

· Gather evidence that can be effectively reported and understood 收集可以解释学生理解的证据

· Review and reflect upon student performance and progress 回顾和反思学生的表现及进步

· Take into account a variety of preferred learning styles 考虑多样的先前学习类型


4. Portfolio 成长档案

The purpose of student portfolios at GIPSB is to provide both information on the process and an indication of growth throughout the PYP. As an assessment piece, the portfolio will serve as a container of assessed material (formative and summative) selected by students and teachers alike.学生成长档案为学生在小学阶段的发展提供证据和指导。作为评估的一项,成长档案收集学生和老师共同选取的评估材料(过程性和总结性)

The following guidelines will be used to develop each student's portfolio:以下是学生成长档案指引:

 student pieces will be divided by Transdisciplinary Theme学生的档案是以超学科主题划分的

 work pieces will be chosen by both student and teacher学生和老师共同选择放到档案里的材料

 through the course of one year, at least 1 summative assessment piece will be selected 在学生一年的成长档案里,最少有一份总结性评估作品

 for each TEACHER selected piece, students will complete a reflection on the selection*老师选择的作品,学生会附上一份个人的反思

 for each STUDENT selected piece, students will complete a rationale on the selection 学生自选的作品,学生会附上选择的说明

*teacher will provide follow up comments on reflection 老师会针对该反思提供评语

 

5. Report Cards 评估报告

Report Cards are completed twice per year. The report cards will encompass the term objectives and will comment on the units of inquiry completed. Teacher comments will encompass; students understanding of the central idea, demonstration of the learner profiles and attitude, skills modeled, questions raised and action taken. 评估报告每学年2次。报告卡应包含每学期的目标和单元结束后的评论。包括教师的评语,学生对中心思想的理解,展示学习目标的培养和态度,技能的形成,提出的问题和采取的行动。

 

6. Parent-Teacher interview.

The teachers will use the report card as a communication tool on Parent-Teacher Interview nights. 教师可以将评估报告作为家长约见时的交流工具。

 

7. Student Led Conferences 学生主导的会议

Student Led conferences will be held at the end of the year. Teachers will place activities in their classroom corners that allow children to share their learning with their parents and time will be allocated for students to share their portfolio with the parents.  学生主导会议将在每个学年结束时举行。教师将在教室的每个交流设置活动让学生们和同伴和家长分享他们的学习,学生们将获得时间和家长分享成长档案。

 

8. Three- way meetings  三方会议

Three-way meetings are held at the end of the semester as an option for student-led meeting. These are designed to give the parents information about the student’s progress development and needs, and about the school’s programme. Teachers should take this opportunity to gather background information, to answer the parents’ questions, to address their concerns, and to help define their role in the learning process. The parents should take the opportunity to provide the teacher with the cultural context of the student’s learning. 三方会议也是在学期末与家长汇报沟通学生阶段性成长进步和需求的一种方式,也让家长更了解学校的课程。会议可以解答家长的问题和疑问,并帮助他们了解他们的在学生成长中的角色。家长需要利用这一机会让老师更多的了解学生学习的文化和家庭的背景。

 

9. Exhibition 展示

Exhibition will be held during the G6 year.  学习成果展示将在六年级时举行。

 

10.  District/State Assessments 区域统考

As with all assessment at GZIPSB, formative assessment will be on-going to inform instruction and student progress.  The chart below lists summative district measures consistent in all Public Schools in Baiyun Guangzhou area. 

过程性评估是我们主要的评估方式。作为广州市白云区学校,按照当地教育主管部门要求,我们也要定期参加区域统考。以下是广州市白云区小学统考时间:

District/State Assessment

Students

Measures of Student Progress District assessment for all subjects

Grades 3 – 5

Semester 1:Jan.

Semester2: End of June- Beginning of July

Grade 6 District assessment

Semester 1: Jan.

Semester 2: Mid-End of June

 

Ø How and who will revise the assessment policy? 怎么修改评估政策?谁修改评估政策?

The pedagogical leadership team, PYP coordinator and teachers will revise and review the policy each year.  教学领导团队PYP协调员和所有教师每年将会修订和复审评估政策。


 

 BIBLIOGRAPHY 文献参考

International Baccalaureate Organization (2009), Making the PYP happen: A curriculum framework for international primary education ( 小学项目的实施:国际初等教育课程框架, 2009)

International Baccalaureate Organization (2011), Language scope and sequence(语言教学范围与顺序,国际文凭组织,2009

International Baccalaureate Organization (2014), Programme standards and practices(项目标准与实施要求, 国际文凭组织,2011

International Baccalaureate Organization (2014), Language and learning in IB programmes(国际文凭项目中的语言与学习,2011

International Baccalaureate Organization (2008), Learning in a language other than mother tongue in IB programmes(国际文凭项目中的第二语言的学习,2008

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