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评估政策Assessment Policy


评估政策

Assessment Policy 

华美幼儿园使命宣言HMISK Mission Statement

办园愿景: 帮助孩子适应变化的未来

Our vision is to prepare our children to adapt for the changing future.

育人特质:培养身健心盈的未来公民

Our mission is to help our children to lay a foundation for becoming healthy and richly-minded citizens. 



对育人特质及达成路径的解读:

“身健”:即身体健康。幼儿园以合理的一日生活安排、科学搭配的营养餐食、充足的户外游戏时间、丰富的体育游戏区为保障,培养享受运动、动作发展均衡的健康幼儿。

“心盈”:即内心充盈。幼儿园营造充满爱的家园氛围、创设好玩的乐园天地、打造有趣的学园空间、构建美丽的花园世界;以探究课程为载体,培养懂得关爱、积极探究、勤学好问、善于交流、胸襟开阔、勇于尝试的幼儿。

“未来公民”:在幼儿阶段,喜欢多元文化体验活动,具备初步的英文交际能力;具备初步的思考、沟通、社交、研究与自我管理能力。



Interpretation of the mission and how to accomplish the mission:

Healthy: In order to develop healthy children who enjoy exercise with a balanced motor development, we provide reasonable daily living arrangements, scientifically matched nutritious meals, sufficient outdoor time with rich sports game areas.



Rich-minded: In order to develop caring and open-minded inquirers, communicators and risk-takers, we provide an inquiry-based curriculum and create an atmosphere full of love, an attractive learning space, fun and interesting playgrounds with a beautiful garden.



Citizens in the future: In the kindergarten, we encourage the children to take part in intercultural activities, has simple English communication skills; also develop basic thinking skills, communication skills, social skills, research skills and self-management skills.





评估理念Assessment Philosophy

评估应该是开放的,用正确的方式,有组织地支持学生的学习。它应该指导教师的备课,教学及确定中心思想。评估帮助教师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。

Assessment should be open-ended and supports children’ learning in an organized and right way. It should provide guidance for the teachers’ class preparation, teaching and confirmation of the central idea. It helps teachers to review the central idea and assess children’ understanding to it. Assessment can happen among teachers, children and peers. Children and teachers should regard assessment as a major element to the whole study process. The assessment reflects all aspects of children’ study.



三、有效评估Effective Assessment

在单元开始前应确定评估内容,评估是为了了解幼儿对主题的理解,帮助理解幼儿的发展水平,评估方式应该是清晰、简单,符合年龄特征、多样化并有针对性对每一个幼儿进行有效评估。应允许幼儿用不同的方式表达他们的理解,展示他们知道的和想进一步了解的;评估应贯穿于整个学习过程,直接连系学习成果,通过评估发现幼儿需要进一步支持的地方。

Before every unit starts, the assessment plan should be settled because the plan is created to examine children’s understanding of the theme and to help teachers understand the level of children’s development. Assessment approaches should be clear, simple, age-specific, diverse and attend to everyone’s practical needs. Children should be allowed to use different ways to express their understanding, to present what they have known and want to know. The assessment should walk through the whole learning process, directly related to learning outcomes and should help identify wherever the children need support.



有效的评估促使老师能够: Effective Assessment allows the teacher to: 

在探究单元开展之前确定评估内容并将其融入学习活动中Confirm assessment content and integrate them into learning before every unit of inquiry

获得关于学习与教学过程中各个阶段的信息Acquire information in all stages along the teaching and learning process

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

收集到可依据它们得出合理结论的证据

Collect evidence that could be counted on and get reasonable conclusions

集体回顾和反思学习的表现和进步

Collectively review and reflect on the performance and progress of learning



有效的评估使幼儿能够: Effective Assessments allow children to:

与他人分享交流自己的学习与理解Share their learning and understanding with others

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

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

运用多种多样的学习方式来表达他们的理解Adopt diverse ways of learning to express their understanding

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

表达不同的观点和理解 Express different points of view and interpretations    

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



有效评估使家长能够Effective Assessments allow the parents to: 

适时有效的支持幼儿的学习Support children’s learning in a timely and effective manner

深入了解幼儿学习的过程Understand children’s learning process in depth

看到幼儿成长和学习的证据See the evidence of children’s growth and learning



四、有效的评估策略/工具Effective Assessment Strategies/Tools

评估策略是教师收集有关幼儿学习信息时所用的方式方法。教师可以使用多种多样的工具记录这方面的信息。教学过程中,既要评估幼儿已有的知识与经验,也要跟踪在教学过程中幼儿取得的成绩,教师可以通过前期性评估、形成性评估和总结性评估,获取有关幼儿知识、技能与概念理解方面的信息,从而更好地计划和完善教学。

Assessment strategies are approaches for teachers to collect children’s learning information. Teachers shall use different tools to record the results. In the teaching process, we not only assess the present knowledge and experience of children, but also follow up children’s achievement during the whole process. Teachers may use the pre-evaluation, formative evaluation and summative evaluation to acquire data about children’s knowledge, skills and conceptual understanding in order to better plan and prefect their teaching.



前期性评估Pre-assessment

在探究单元开始之前我们要对幼儿已有的知识经验进行评估,根据幼儿的已有知识经验去制定或调整教学计划。

Before a unit of inquiry get started, we need to assess children’s present knowledge and experience and accordingly make or adjust the teaching plans.



评估策略/工具Assessment Strategies/Tools

亲子问卷调查Parent-child questionnaire

谈话活动 Face-to-face conversation

观察 Observation

思维导图Mind map

轶事记录Anecdotal records

意见交织 Idea spinner

问题墙 Wonder wall



形成性评估Formative Assessment

形成性评估提供制定下一阶段学习活动的信息。它和学习相辅相成,可帮助师幼动态了解幼儿的学习情况、可帮助教师调整教学计划。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。

Formative assessment help provide learning activity information of the next stage. It is complementary to learning, enabling both teachers and children to understand the learning status of children. It also helps teachers to adjust the teaching plans accordingly. Formative assessment is directly connected to teaching. It can promote children’s learning effectively via periodical and frequent feedback.



评估策略/工具Assessment Strategies/Tools

同伴/自我评估Peer/self-assessment

连续评估记录表 Continuous Assessment Records

问题标签Question Exit Slip

交通指示灯Traffic Light Cards 

手势信号Sign Language

交谈 Turn and Talk

小组头脑风暴Paired Brainstorm

赞同圈Agreement Circles



总结性评估 Summative Assessment

总结性评估促使教师和幼儿都能够清楚地了解到学生的理解程度,给予幼儿机会展示自己学习的知识。它可以同时评估几个因素:它检测和提高幼儿的学习,老师的教育教学;它检测对中心思想的理解,启发幼儿开展行动。

Summative assessment allows teachers and children to better learn about children’s level of understanding, giving them the opportunity to showcase what they have learnt. The assessment takes into account the following elements: examination and elevation of children’s learning and teachers’ teaching; examination of the understanding of central ideas and inspiration of children’s actions.



评估策略/工具Assessment Strategies/Tools

作品展、表演、评估报告Exhibition, performance and reports

开放式作业Open-ended tasks

考核表、评估准则计划和报告Checklists, Assessment Criteria Plan and reports

教师需要评估学生对探究单元中心思想的理解Teachers need to evaluate children’ understanding to the central idea of inquiry unit

· 

五、报告Report

评估报告要描述幼儿学习的进步,指出需要改进之处。有效的报告应该做到家长、幼儿和教师都以合作者的身份参与其中。教师能够把报告过程中的收获运用到将来的教学与评估实践当中,报告可以采取多种形式,包括会议报告和书面报告。

Reporting on assessment describes children’s progress in learning and identifies areas for growth. Effective reporting should involve parents, children and teachers as partners. Teachers could incorporate what they learn during the reporting process into their future teaching and assessment practice. Reporting may take many forms including conferences and written reports.



1.幼儿成长档案Children’s Portfolio

幼儿成长档案跟踪收集、记录并关注幼儿发展的起点水平和动态过程,可以作为评估与报告的工具。档案收集具有典型意义的幼儿行为表现和作品,涵盖六大学科中幼儿学习与发展最基本、最重要的内容,包括师幼、亲子共同完成的材料。成长档案可供学习社区人员阅读。

Children portfolio provides evidence and guidance for children’ development in primary education and can be implemented as a tool to evaluate and report. The portfolio collects typical assessment materials covering the most basic and critical contents of children’s learning and development in all six disciplines. The materials include those completed by parent-child and teacher-child. The portfolio is available for everyone in the learning community to read.



2.“UOI探究主题”成长报告单Children UOI Reports

成长报告单在每个主题结束之后呈现。报告单包含每一个探究单元的目标和单元结束后的评论。包括教师的评语,展示学习目标的培养和态度,技能的形成,在每个探究单元结束之后教师会将这份评估报告反馈给家长,家长可以根据评估报告提供一些反馈信息给教师。

The UOI report of children comes out at the end of every theme containing the goals of every unit of inquiry and the comments afterwards. It includes teachers’ comments and the development of children’s learner profile, attitudes and skills. After each unit of inquiry, teachers will distribute the reports to parents who could provide further feedback to teachers according to the reports.



3.教师会见家长Teacher-parent(s) conferences

教师可以将评估报告作为家长约见时的交流工具,每学期定期开展家长工作坊,学期末集体进行一次家长会。

Teachers could use assessment reports as the communication tools when meeting parents. Every semester the parents’ workshop is held regularly. At the end of every semester, there is an overall parent-teacher conference.



4. 三方会议Three-way conferences

    三方会议由幼儿、家长、教师三方参加,是与家长汇报沟通学生阶段性成长进步和需求的一种方式,让家长更了解学校的课程。

The three-way conference is held at the beginning of every semester for parents, children and teachers. The child discusses his/her learning and understanding with parents and the teacher. During this process, the teacher assists the child, and the child parents and the teacher collaborates to establish and identify the children’s strengths and areas for improvement so as to set up new learning goals.



5. 学生主导会议Student-led Conferences 

学生主导的会议由幼儿和家长参加。会议的形式可视幼儿的年龄而定,幼儿负责主持会议,并通过向家长报告学习过程来为自己的学习负责,家长根据幼儿的表现结合评估表做相应的记录评估。

The student-led conference, held once a semester, involves children and parents. The conferences must be carefully prepared, and time must be set aside for children to practice their presentations. The format of this conference will depend on the age of the children and all of the participants must understand the format and their roles prior to the conference. Children are responsible for leading the conference, and also take responsibility for their learning by sharing the process with their parents, for example, the child identifies strengths and areas for improvement. The parents make records in the assessment form and the teacher assist if needed. Several conferences may take place simultaneously.



六、政策的回顾与修订Review and revision on the assessment policy

幼儿园教学领导团队、PYP协调员、评估政策委员会和所有教师每年将会对评估政策修订和复审。教师会将这份评估政策传达给家长,也会被应用于整个幼儿园。

The Pedagogical Leadership Team, PYP coordinator, and teachers will revise and review the assessment policy every July. Teachers will make sure the policy reaches every parent which will be applied to the whole kindergarten.



七、文献参考 

小学项目的实施:国际初等教育课程框架, 国际文凭组织,2009  

International Baccalaureate Organization (2009), Making the PYP happen: A curriculum framework for international primary education 

项目标准与实施要求, 国际文凭组织,2011  

International Baccalaureate Organization (2014), Programme standards and practices

语言学科范围与顺序,国际文凭组织,2009  

International Baccalaureate Organization (2011), Language scope and sequence

国际文凭项目中的语言与学习,国际文凭组织,2011   

International Baccalaureate Organization (2014), Language and learning in IB programmes

国际文凭项目中的第二语言的学习,国际文凭组织,2008  

International Baccalaureate Organization (2008), Learning in a language other than mother tongue in IB programmes


















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